Surrender
by Sonya Hartnett
Introduction
New Windmills titles are supported by a 15-lesson study scheme including medium- and
short-term lesson plans, and Student, Teacher and OHT resource sheets. These resources help
students to engage with the novel and assist in your planning for close study of a novel.
Each set of resources includes a series of self-contained lessons which can be used to
supplement your own teaching plans, or to provide extra support for specific teaching
points. Each activity is individually mapped against the Framework and Assessment
objectives. There are also guided reading and reading journal activities, plus suggestions
for further study areas including speaking and listening, writing, reading and drama
activities. If your students have enjoyed reading this novel, there are ideas for other
New Windmills they may like to read for pleasure.
Resources for Surrender:
Synopsis
Activate prior learning
Activity sheets
–
Student sheets
–
OHTs
–
Teacher’s notes
Reading journal
–
General reading journal
–
Surrender reading journal prompts
Further study areas
Reading for pleasure
Activities by Alan Pearce
The following pages can be downloaded and printed out as required.
This material may be freely copied for institutional use. However, this material is
copyright and under no circumstances can copies be offered for sale.
The publishers gratefully acknowledge permission to reproduce copyright material.
Surrender
Synopsis
The events of Surrender are narrated in the first person by two characters – Gabriel and
Finnigan – who live in the isolated agricultural community of Mulyan, Australia. Gabriel
is dying and he looks back over his turbulent and humiliating life. We are provided with
an alternative interpretation of events from Finnigan.
When Gabriel was only seven years old, he killed his severely disabled brother in a freak
accident; and this event haunts him and his relationship with his parents. At the age of
nine or ten he meets a similarly aged boy, Finnigan. While Gabriel comes from a
repressive household; Finnigan roams free, and is often likened to a wild animal. The
worldly Finnigan dominates his relationship with the naive Gabriel.
Gabriel and Finnigan have a pact, which requires Gabriel to live a totally pious life, with
Finnigan committing all of the evil for both of them. A series of arson attacks grips
Mulyan with Finnigan punishing people for their behaviour by setting fire to their most
treasured possessions. Unfortunately, Finnigan is an extremely possessive friend, and
when Gabriel strikes up a relationship with Evangeline he becomes incredibly jealous.
Gabriel is extremely fond of his dog, Surrender, but when the dog savages some young
goats, Gabriel’s father insists that Gabriel faces his responsibilities and shoots the dog.
This cruel act is the final straw for Gabriel, who brutally kills both of his parents.
The novel opens with Gabriel telling us that he is dying at home. However, by the end of
the novel we learn that Gabriel is actually manacled to a bed in some sort of institution.
We also learn that he has chosen to die, to show Finnigan that he does not have complete
control over him.
Activate prior learning
This novel is set in an isolated town in contemporary Australia. It would be helpful for
students to have some background information about rural Australia. This could be
obtained from reading Walkabout by James Marshall. Alternatively, putting rural Australia
into a search engine and asking for images provides a flavour. Students might even know
something about Australia from their own travels, or from the travels of their relatives.
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Teacher’s
Sheet
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Lesson 1: First and third person
Name:
Date:
Which of the following pieces of writing are in the first person, and which are in the
third person? How do you know?
1
I am really concerned about the way people will think of me when I’m dead. For
example, will I be remembered for any kindness that I might have shown in my life,
or will I be remembered for my failures?
How do you know?
First or third
person
2
The sun entered the quiet sideward and reflected from the metal cabinet next to
Graham’s bed, while sweat dripped from his face as he tried to deal with the heat
and the pain. He reflected on his past life, and wondered how he would be
remembered by his friends and family.
How do you know?
First or third
person
3
The brass plaque announced ‘Headteacher’. Behind the imposing door, behind the
plaque, the Headteacher admired Chris Hayward’s English portfolio. The essays were
so mature, and the expression so sophisticated. Mr Bamford always enjoyed this
aspect of his job the most, praising Students – Chris Hayward should arrive any
moment now. Outside the room Chris Hayward paced nervously, plucking up the
courage to knock. Why had he been summonsed to the Headteacher’s office? What
had he done wrong?
How do you know?
First or third
person
4
I paced up and down outside the Head’s office; the brass plaque on the door
announcing ‘Headteacher’ seemed to be laughing at me. Why had I been
summonsed to his office? What had I done wrong? I pushed my ear up against the
door to hear whether anyone else was in the room, but all I could hear was the
threatening silence. Had the Head heard that I skived English yesterday? Dave and I
had spent the hour hiding in the Lower School boys’ toilet, which had seemed
preferable to another lesson of poetry.
How do you know?
3
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Sheet
First or third
person
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Lesson 1: Writing in the first
and the third person
Name:
Date:
Change Passage A from the first person to the third person, and Passage B from the
third person to the first person. Mark your changes on this sheet. While you are doing
this, make a note of any problems that you have.
Passage A
This is where I began: I am dying in my childhood home. Beyond
the window straggles the only world I know and wish to know; I was
born and grew up in this few thousand town. There is nothing about
its weft and fold that isn’t familiar to me. I know the cracks in the
footpaths – I have stepped on them a thousand times. I know the
products on the shelves and the reflection in the glass – I have seen
myself there, left imprints of my hands.
Passage B
Mike drove carefully down the high street, admiring the reflection of
himself and his new car in the shop windows. Although he would not
admit it even to himself, he thought he looked pretty cool.
Susan waddled dangerously down the high street, frightened by her
first outing alone on her bike. The lines of concentration on her
forehead throbbed with her fear. She gripped the handlebars in panic,
and focused all of her attention on the one metre of tarmac
immediately in front of her.
Nobody has been able to say exactly what happened. All that can be
said for certain is that Susan lost all of her confidence the day she
was knocked off her bike by a small, blue car. The driver did not
even stop, although the Police feel certain that he would have known
about the impact.
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Lesson 2: Parenting dilemmas
Decide what you would do if you were a parent in the following
situations.
1
2
3
4
You thought that your child had stolen money from your
purse.
Your child swore at you.
You received a letter from school saying that your child had
been bullying other children.
Your child kept coming home at night much later than you
expect them to.
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Lesson 3: Adjectives that can
be used to describe people
Name:
1
Date:
Identify any of the adjectives in the box below that describe Gabriel and any of the
adjectives that describe Finnigan. The first one has been written down for you as an
example.
honest
kind
jealous
chatty
confident
generous
easygoing
cheerful
hardworking
trustworthy
caring
optimistic
sensitive
moody
sociable
indecisive
reserved
lazy
attentive
carefree
dominant
strong
proud
aggressive
interesting
polite
selfish
dangerous
a
rude
impatient
Which of these adjectives would describe Gabriel?
polite
b
2
Which of these adjectives would describe Finnigan?
Now select adjectives that you think describe you. Write a sentence to
illustrate how each of the adjectives you have selected describes you.
The first one has been done as an example.
Adjective
How it describes you
Honest
If I found a wallet or purse in the
street I would hand it in to the Police.
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Lesson 3: My opposite
Name:
Date:
This is a piece of writing produced by a Year 9 student.
First of all, my opposite would be a very confident person. He would be
happy meeting strangers and would always have something to say
when he found himself in new company. He would volunteer for all of
the sports teams at school, and would take the lead part in the school
drama production.
However, my opposite would also be extremely unpopular. He wouldn’t
be invited to anyone’s parties, and he would never be picked first when
we had to select teams for PE.
On the other hand, people would ask him to sit next to them at school,
and he would never find himself wandering around the playground on
his own during lunch break.
What would your opposite be like? Describe them in about 150 words.
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Lesson 4: Responding to
imagery
Name:
1
Date:
Imagery is the use of a word or words which create pictures in our minds when we
read them. Discuss the qualities suggested by the image of ‘The fire leapt and
darted’. Can you think of any other qualities suggested by this image. Write your
ideas in the two empty boxes below.
It makes it sound as though the
fire is doing things deliberately.
The fire is moving very fast, but it also
sounds as though it is enjoying itself.
‘The fire leapt and darted’
The fire is personified which
makes its behaviour sound
deliberate and cruel.
2
The word ‘darted’ suggests that
the fire escapes from people
who are trying to put it out.
Personification is a figure of speech in which human characteristics are attributed to
an animal, object or idea. Read the imagery extracts below and decide on what
pictures they create in your mind. Now decide which of these are examples of
personification.
What picture do
these words create
in your mind?
1
‘… for seven legendary days it
burned without mercy, skipping the
roads in great leaps and bounds’
2
‘The bushfire screamed an unholy
hymn’
3
‘Finnigan smiled wolfishly’
4
‘… the sparrows browsing on the
lawn burst into the sky’
5
‘He glanced at me with his hyena
eyes’
Is this an
example of
personification?
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Lesson 4: The fire
Name:
Date:
In Chapter 7 the author Sonya Hartnett describes one of the fires started by Finnigan. In
her description she uses many vivid metaphors. In the boxes that are provided around
the extract below, add your comments about what each of the metaphors makes you
think. The first one has been done for you.
‘Monstrous’ suggests
something grotesque or
horrible. This obviously
gives Gabriel’s view, that
the fire was a horrible
thing, probably because
of the death that it
caused. ‘Monstrous’ also
suggests ‘monster’ which
personifies the fire. This
makes the fire more
horrible, because it has
been deliberately making
decisions to destroy life
and property.
The monstrous blaze was
extinguished by a storm that first
massed in the west and hung for a
while, deliberating, before moving
its clouds forward like battleships
and dourly pouring rain. The fire
leapt and darted, wounded by the
drops; it changed direction and
tried to escape, racing down a hill.
In the face of rain the magnificent
firestorm became frantic and flimsy
as a fawn. The lightning clouds
solemnly pursued it. Men took off
their hats and let the water slick
down their hair. Women on verandas
laid their hands to their eyes. There
was a terrible noise, the death rattle
of a thousand lions. Dragontails of
soot lashed the sky. People came
from their houses to witness the fire
die. When the smoke and clouds and
smog cleared you could see how
hungry the blaze had been, how it
left in its wake a crisp ebony
nothingness that shone – when
moonlight touched the naked hills,
the blackness of them shone.
(page 36)
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Lesson 5: Gabriel and Finnigan
Name:
Date:
Discuss what the paragraph reveals about:
How Gabriel feels about Finnigan.
The relationship between Gabriel and Finnigan.
Finnigan himself. Consider whether or not Finnigan represents some sort of devil
character.
Gabriel and Finnigan are discussing the recent bout of fires in Mulyan.
I smiled. The air felt warm and fresh in me. I thought about what he’d told
me, and everything that had burned. I said, ‘So, you’re only punishing people
who deserve it.’
Finnigan stayed silent, nibbling a twig.
‘That’s not really a bad thing to do, is it? I mean, that’s what God does,
isn’t it?’
Finnigan glanced at me and splintered the twig and I could feel his mind
ticking. I could feel him understanding what I said, and not liking it. Instinct
warned me to be quiet, but I continued gamely on. As a partner in the pact, I
wouldn’t be censored by fear of him. I said, ‘Anyone would think you were the
angel, not me.’
His hand flashed out, lashing at me, he scrambled to his feet. ‘Don’t you
call me names!’ he cried. ‘Don’t you ask me questions.’ And in an instant he’d
disappeared down the steep flank of Cotton’s Pinch, leaving me behind with a
stinging wound and a sense of satisfaction. My point, I felt, had been made. I
didn’t want to be associated with any devil whose doings were clouded by
morality. There was no point to our pact – no point to my goodness, no point
to him – unless his wickedness was a wholehearted, ungovernable thing. To
make things right and proper, both of us had to be pure.
(page 62)
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Lesson 5: Why did Finnigan
start the fires?
Name:
Date:
In Chapter 9 we learn about many of the fires that Finnigan started. It seems that these
fires were started deliberately to punish people, as Gabriel says to Finnigan, ‘So, you’re
only punishing people who deserve it.’ However, we only learn why some of the fires
were started.
In the table below a number of Finnigan’s fires are recorded.
a
Re-read Chapter 9 and then complete the table by providing the reasons for as
many of the fires as you can.
b
Can you speculate about why Finnigan started the fires that we are not given
information about?
Finnigan’s Fires
Description of the fire
Reason for the fire
‘… the clothes on Bushell’s
clothesline were reduced to
charred tatters.’
‘The front fence of the Wells’
house could be seen for miles
when it burned, and the grimy
stink of kerosene palled the
town for days.’
‘Mrs Henry Nightingale woke
to see her azalea hedge in
flames.’
‘… a burning bottle of petrol
had shattered the window of
the produce store run by the
Gilligan twins.’
‘The clubroom on the edge of
the sporting oval …’
‘Raffe Lowe’s notorious car, for
the purchase price of which
he’d sacrificed three fingers
labouring at the lumber yard.’
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Name:
Lesson 6: Describing
characters: Eli McIllwraith
Date:
Writers choose their words carefully, and very often they use words or phrases that can
have a meaning beyond their literal meaning. Look at the following passage about
Constable Eli McIllwraith. What do you think is suggested by the phrases that are
underlined?
Constable Eli McIllwraith had not been
born in Mulyan – had, indeed, been born in
the city, which made him unacceptably
alien. He was also young and
inexperienced, his uniform still creased,
and thus he provided good sport for the
rowdy elements of town. His posting in
Mulyan loosely coincided with the
beginning of the firefly’s reign, and when
someone put these facts together a rumour
went round that the policeman himself was
lighting the flames. My father dismissed
this idea as idiotic, a symptom of our
desperation; nonetheless he had
McIllwraith in his sights. Father despised
incompetence, and the Constable, with his
ongoing failure to apprehend the culprit,
was clearly unfit for his task.
(page 64)
Eli’s creases show
that he is still
inexperienced. Also,
the phrase might
suggest that Eli
does very little
work, and so his
uniform is still
smart, while
experienced
policeman are so
focused on the job
they do not have
time to iron their
uniforms.
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Sheet
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Lesson 6: Describing
characters: Gabriel’s father
Name:
Date:
Writers choose their words carefully, and very often they use words or phrases that can
have a meaning beyond their literal meaning.
Re-read the following passage about Gabriel’s father. Add your own notes into the
boxes to show how the underlined phrases can have a meaning beyond the literal.
So Father began planting little bombs of
discontent – a mutter here, a chuckle
there, an overheard sniff of derision –
which soon scratched like sandpaper
against Mulyan’s confidence in the young
man. Everyone respected my father’s
opinion – he was a lawyer, which meant
he knew things. It wasn’t wise to
challenge him intellectually. But more
than this, Father was simply a frightening
man: devoid of humour, razored of
tongue, he considered none his equal,
including his wife and sons. He thought
me a woodheaded cretin; Vernon
infinitely repulsed him. When Father
spoke, what he said was law, and it was
easiest to agree.
(pages 64–5)
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Student
Sheet
I think this phrase is
ambiguous; it has
more than one
meaning. At one
level the phrase
does mean that
Gabriel’s father
knows things,
because he is a
lawyer. However, I
think that there is
also a mocking tone
about this phrase.
Gabriel seems to be
also suggesting that
the residents of
Mulyan wrongly
believed everything
that Gabriel’s father
said.
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Lessons 7 and 8: Symbols in
The sick rose
Name:
Date:
Read the poem below by William Blake. In pairs, discuss the possible meanings
associated with the symbols used in the poem, then write your answers into the table.
The sick rose
William Blake
O Rose, thou art sick!
The invisible worm
That flies in the night,
In the howling storm,
Has found out they bed
Of crimson joy,
And his dark secret of love
Does thy life destroy.
Symbol
Meaning
Rose
Worm
Storm
Night
Bed
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Lessons 7 and 8: Gabriel and
Finnigan as symbols of good
and evil
Name:
Date:
Look through Chapters 1 to 14 of Surrender and find descriptions of the characters
Gabriel and Finnigan to fill in the table below.
Descriptions of Gabriel
Descriptions of Finnigan
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Lessons 7 and 8: Planning sheet
Name:
Date:
Planning sheet for writing about Gabriel and Finnigan’s characters as symbols of good
and evil.
Introduction
Define symbols and how they are used
Descriptions of Finnigan and the things
Finnigan does showing he is evil
Descriptions of Gabriel and the things
Gabriel does showing he is good. Does
Gabriel ever behave badly?
Conclusion
In Surrender, does good or evil
ultimately triumph? Summarise your
point of view
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Lesson 9: A colour poem
Name:
Date:
In Chapter 15 of Surrender, Sonya Hartnett explores how colours can be used to
represent feelings. For example, Gabriel says that the colours blue and green would
describe his feelings; while Finnigan argues that the colours soot and pearl would more
accurately describe Gabriel’s feelings.
1
If you had to choose two colours to describe your own feelings at this precise
moment what colours would they be? How would these colours represent your
feelings?
2
Look at the following lines, which are the first lines of a colour poem.
When I am happy I am full of red and orange
Because red is the colour of passion and orange is the colour of
happiness.
When I am being lazy I am fawn,
The colour of a sleeping cat.
Write your own poem in a similar style, about yourself.
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Lesson 10: An argument
between Gabriel and Finnigan
Gabriel and Finnigan have an argument in Chapter 18. Re-read the
following section of the argument and answer the questions about it.
Remember, Finnigan is recounting this argument.
Smooth and cool as water I said, ‘Shall I
tell you what you owe me?’
‘No.’
Another time I would have laughed.
Now I asked, ‘Because you already
know?’
‘You’re wasting your time, that’s why.
I won’t do it.’
What does this
suggest about
Gabriel?
What does this
suggest about
Gabriel?
‘But we agreed you owe me
something if I take Surrender. You
promised, Gabriel.’
What is Finnigan
referring to here?
What does Gabriel
owe Finnigan?
What effect does
it have when
Finnigan uses
Gabriel’s name?
He stepped back, knocking into a tree.
His breathing was harsh, as it is now. I
saw he was suffering, which was good.
But there was still some life in him – he
wasn’t a husk. ‘Not that,’ he said. ‘No.’
I sighed, very patient; then got to my
feet and edged near to him. I looked into
his eyes. He was watching me, biting his
lip. ‘You’ve already lost me,’ I explained.
‘Just now you’ve lost Surrender. Do you
want to lose everything, Gabriel?’
He lifted his chin. ‘There’s nothing
else worth keeping. Only her.’
What does this
suggest about
Finnigan?
Who is Gabriel
referring to here?
(pages 133–4)
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Lesson 10: A play script of
Gabriel and Finnigan’s argument
Gabriel and Finnigan have an argument in Chapter 18. On this sheet,
the argument is presented as a play script.
Read the following play script, and think about what is retained from
the prose and what is lost. Is anything gained?
Gabriel and Finnigan are in a wood. Surrender is lying on the floor, and
Finnigan is sitting beside him. Gabriel is standing, leaning against a tree.
Finnigan (Threateningly) Shall I tell you what you owe me?
Gabriel
No
Finnigan
Because you already know?
Gabriel
You’re wasting your time, that’s why. I won’t
do it.
Finnigan
But we agreed you owe me something if I take
Surrender. You promised, Gabriel.
Gabriel steps back, knocking into a tree.
Gabriel
Not that. No.
Finnigan gets to his feet, and moves closer to Gabriel.
Finnigan
You’ve already lost me. Just now you’ve lost
Surrender. Do you want to lose everything,
Gabriel?
Gabriel
There’s nothing else worth keeping. Only her.
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OHT
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Lesson 10: A labelled play
script of Gabriel and Finnigan’s
argument
Name:
Date:
Gabriel and Finnigan have an argument in Chapter 18. On this sheet, the argument is
presented as a play script, and the conventions used when writing a play script have
been labelled.
2 Instructions
about how to
deliver the line:
Notice this is
written in the
present tense. It
is placed inside
a bracket, and is
in italics.
Gabriel and Finnigan are in a wood. Surrender is lying
on the floor, and Finnigan is sitting beside him.
Gabriel is standing, leaning against a tree.
Finnigan (Threateningly)
Shall I tell you what you
owe me?
Gabriel
No
Finnigan
Because you already know?
Gabriel
You’re wasting your time,
that’s why. I won’t do it.
Finnigan
But we agreed you owe me
something if I take
Surrender. You promised,
Gabriel.
Gabriel steps back, knocking into a tree.
Gabriel
Not that. No.
Finnigan gets to his feet, and moves closer to Gabriel.
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Student
Sheet
Finnigan
You’ve already lost me.
Just now you’ve lost
Surrender. Do you want to
lose everything, Gabriel?
Gabriel
There’s nothing else worth
keeping. Only her.
1 Setting: Notice
that this is
written in the
present tense,
and is in italics.
3 Stage directions
for the actors:
Notice that this
is written in the
present tense,
and is in italics.
The instruction
has been
centred on the
page.
4 Dialogue does
not require
speech marks.
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Lesson 11: Close reading
Name:
Date:
Look at the following quotations from Chapters 20 and 21 of Surrender. What does
each quotation suggest to you? Remember that Sonya Hartnett often uses words and
phrases that have meanings beyond the literal meaning.
1
2
3
4
5
Finnigan says, ‘There must be an edge for everyone, over which it’s possible to be
pushed. My angel’s pride had been trampled, his endurance worn thin’.
a
Finnigan says this in response to something that Gabriel has said. What?
b
Explain what Finnigan might mean by this.
c
Trace how Gabriel’s pride has been trampled on through the novel.
Finnigan says, ‘I know why you’re dying, Gabriel.’
a
What reason does Finnegan have to explain why Gabriel has chosen to die?
b
Do you think that Finnigan is correct? Is there another reason?
Finnigan says about Gabriel, ‘He pins me with his mongoose eyes: it’s exactly as I
feared’.
a
What does the metaphor ‘mongoose eyes’ suggest?
b
What does Finnigan fear?
Finnigan says to Gabriel, ‘You’re killing me for something I didn’t do!’
a
What is it that has happened but that Finnigan did not do?
b
In what sense is Gabriel killing Finnigan?
The nurse who is looking after Gabriel finally asks, ‘Why do you always call me
Sarah? You know that’s not my name’.
a
Why does Gabriel call the nurse Sarah?
b
What does this comment from the nurse suggest about Gabriel and where he is?
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Lessons 12 and 13:
An introduction to Longfellow’s
poem ‘Evangeline’
Name:
Date:
Introduction
Longfellow’s poem ‘Evangeline’ was inspired by the true
story of the British moving a settled population from their
land in Canada. Longfellow, an American poet, gave his
poem some human interest by focusing on the fictional story
of the two characters Gabriel and Evangeline.
Historical background
In 1604 the French settled in
the Canadian district of Acadia,
now known as Nova Scotia,
and settlers arrived over the
next 50 years to exploit the
fertile lands. Unfortunately, for
the following 50 years France
and Britain fought for
ownership of these lands, and
in 1713 the residents of Acadia
became British citizens. The
land of Arcadia was fertile, and
the farmers prospered.
However, the British King
insisted that the population
swear allegiance to the British
crown, and be willing to fight
against the French. The local
population refused and so the
British King decided to move
the indigenous population off
the land and allow British
settlers to steal the farms. On
October 29th 1755 the whole
population of Acadia was
herded aboard British ships,
but in the confusion many
families and friends were
separated. The Acadians were
divided and forced to settle in
the then thirteen states of
America, although hundreds of
them died during the
horrendous journeys.
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Lessons 12 and 13:
Gabriel and Evangeline
Name:
Date:
Because the novel Surrender has been written in the first person we only hear about
events from the two narrators’ eyes, Gabriel and Finnigan. Consequently, we do not
learn from Evangeline what she feels about Gabriel.
Skim Chapters 13, 15 and 19. Then, write as much as you can in response to each of
the questions in the table below. Remember, there are likely to be many alternative
answers to each of the questions, and answers to some of the questions might not be
provided in the novel – you might need to speculate.
Gabriel and
Evangeline
Chapter 13
Questions
1 Gabriel says that the name Evangeline is holy. Why is it holy?
What does the name suggest to you?
2 Why do you think that Evangeline wanted to go for a walk with
Gabriel?
Chapter 15
3 Finnigan accuses Gabriel of being ‘the lurker-in-the-shade’. What
do you think he means by that? Do you agree with Finnigan?
4 Why do you think Evangeline continued to go for walks with
Gabriel?
Chapter 19
5 Why did Gabriel go to Evangeline’s house?
6 At the end of this chapter we learn that Gabriel has been lying in
bed ill for four years, waiting for Evangeline to visit him. Do you
think that it was ever likely that Evangeline would visit Gabriel? Why?
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Lessons 12 and 13:
A summary of Longfellow’s
poem ‘Evangeline’
Name:
Date:
The poem opens with the following description of Acadia:
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.
This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman?
Where is the thatch-roofed village, the home of Acadian farmers—
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
We are then introduced to Evangeline, and the Acadian village of Grand-Pre
which is described as a paradise:
Somewhat apart from the village, and nearer the Basin of Minas,
Benedict Bellefontaine, the wealthiest farmer of Grand-Pre,
Dwelt on his goodly acres; and with him, directing his household,
Gentle Evangeline lived, his child, and the pride of the village.
Stalworth and stately in form was the man of seventy winters;
Hearty and hale was he, an oak that is covered with snow-flakes;
White as the snow were his locks, and his cheeks as brown as the oak-leaves.
Fair was she to behold, that maiden of seventeen summers;
Black were her eyes as the berry that grows on the thorn by the wayside,
Black, yet how softly they gleamed beneath the brown shade of her tresses!
Sweet was her breath as the breath of kine that feed in the meadows.
When in the harvest heat she bore to the reapers at noontide
Flagons of home-brewed ale, ah! fair in sooth was the maiden.
Next, we meet the second key figure in the story, Gabriel:
Thus, at peace with God and the world, the farmer of Grand-Pre
Lived on his sunny farm, and Evangeline governed his household.
Many a youth, as he knelt in the church and opened his missal,
Fixed his eyes upon her as the saint of his deepest devotion;
Happy was he who might touch her hand or the hem of her garment!
Many a suitor came to her door, by the darkness befriended,
And, as he knocked and waited to hear the sound of her footsteps,
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Lessons 12 and 13:
A summary of Longfellow’s
poem ‘Evangeline’ (continued)
Knew not which beat the louder, his heart or the knocker of iron;
Or, at the joyous feast of the Patron Saint of the village,
Bolder grew, and pressed her hand in the dance as he whispered
Hurried words of love, that seemed a part of the music.
But among all who came young Gabriel only was welcome;
Gabriel Lajeunesse, the son of Basil the blacksmith,
Who was a mighty man in the village, and honored of all men;
For since the birth of time, throughout all ages and nations,
Has the craft of the smith been held in repute by the people.
However, this idyllic life is destroyed when the English King announces that the
population of Acadia is to be moved so that English settlers can obtain their
farms. The population was collected together to hear an announcement:
Then uprose their commander, and spake from the steps of the altar,
Holding aloft in his hands, with the seals, the royal commission.
‘You are convened this day,’ he said, ‘by his Majesty's orders.
Clement and kind has he been; but how you have answered his kindness
Let your own hearts reply! To my natural make and my temper
Painful the task is I do, which to you I know must be grievous.
Yet must I bow and obey, and deliver the will of our monarch:
Namely, that all your lands, and dwellings, and cattle of all kinds
Forfeited be to the crown; and that you yourselves from this province
Be transported to other lands. God grant you may dwell there
Ever as faithful subjects, a happy and peaceable people!
Prisoners now I declare you, for such is his Majesty's pleasure!’
Half-way down to the shore Evangeline waited in silence,
Not overcome with grief, but strong in the hour of affliction,—
Calmly and sadly she waited, until the procession approached her,
And she beheld the face of Gabriel pale with emotion.
Tears then filled her eyes, and, eagerly running to meet him,
Clasped she his hands, and laid her head on his shoulder, and whispered,—
‘Gabriel! be of good cheer! for if we love one another
Nothing, in truth, can harm us, whatever mischances may happen!’
As the crowds of people were herded onto the English ships there was chaos
and families and friends were separated. Evangeline and Gabriel were among
the people who were separated, and Evangeline spent years searching
everywhere for Gabriel:
Into the east again, from whence it late had arisen.
Sometimes she lingered in towns, till, urged by the fever within her,
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Lessons 12 and 13:
A summary of Longfellow’s
poem ‘Evangeline’ (continued)
Urged by a restless longing, the hunger and thirst of the spirit,
She would commence again her endless search and endeavor;
Sometimes in churchyards strayed, and gazed on the crosses and tombstones,
Sat by some nameless grave, and thought that perhaps in its bosom,
He was already at rest, and she longed to slumber beside him.
Sometimes a rumor, a hearsay, an inarticulate whisper,
Came with its airy hand to point and beckon her forward.
Sometimes she spake with those who had seen her beloved and known him,
But it was long ago, in some far-off place or forgotten.
‘Gabriel Lajeunesse!’ they said; ‘Oh, yes! we have seen him.
He was with Basil the blacksmith, and both have gone to the prairies;
Coureurs-des-bois are they, and famous hunters and trappers.’
’Gabriel Lajeunesse!’ said others; ‘Oh, yes! we have seen him.
He is a voyageur in the lowlands of Louisiana.’
Then would they say, ‘Dear child! why dream and wait for him longer?’
Eventually, Evangeline was encouraged to visit a religious mission, which really
impressed her:
There upon mats and skins they reposed, and on cakes of the maize-ear
Feasted, and slaked their thirst from the water-gourd of the teacher.
Soon was their story told; and the priest with solemnity answered:—
‘Not six suns have risen and set since Gabriel, seated
On this mat by my side, where now the maiden reposes,
Told me the same sad tale; then arose and continued his journey!’
Soft was the voice of the priest, and he spake with an accent of kindness;
But on Evangeline's heart fell his words as in winter the snow-flakes
Fall into some lone nest from which the birds have departed.
‘Far to the north he has gone,’ continued the priest; ‘but in autumn,
When the chase is done, will return again to the Mission.’
Then Evangeline said, and her voice was meek and submissive,
‘Let me remain with thee, for my soul is sad and afflicted.’
So seemed it wise and well unto all; and betimes on the morrow,
Mounting his Mexican steed, with his Indian guides and companions,
Homeward Basil returned, and Evangeline stayed at the Mission.
Thus many years she lived as a Sister of Mercy; frequenting
Lonely and wretched roofs in the crowded lanes of the city,
Where distress and want concealed themselves from the sunlight,
Where disease and sorrow in garrets languished neglected.
Night after night when the world was asleep, as the watchman repeated
Loud, through the gusty streets, that all was well in the city,
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Lessons 12 and 13:
A summary of Longfellow’s
poem ‘Evangeline’ (continued)
High at some lonely window he saw the light of her taper.
Day after day, in the gray of the dawn, as slow through the suburbs
Plodded the German farmer, with flowers and fruits for the market,
Met he that meek, pale face, returning home from its watchings.
Evangeline became a nurse during a violent plague and she spent her time
helping the suffering. It was in this way that she came across a familiar face:
Suddenly, as if arrested, by fear or a feeling of wonder,
Still she stood, with her colorless lips apart, while a shudder
Ran through her frame, and, forgotten, the flowerets dropped from her fingers,
And from her eyes and cheeks the light and bloom of the morning.
Then there escaped from her lips a cry of such terrible anguish,
That the dying heard it, and started up from their pillows.
On the pallet before her was stretched the form of an old man.
Long, and thin, and gray were the locks that shaded his temples;
But, as he lay in the morning light, his face for a moment
Seemed to assume once more the forms of its earlier manhood;
So are wont to be changed the faces of those who are dying.
Hot and red on his lips still burned the flush of the fever,
As if life, like the Hebrew, with blood had besprinkled its portals,
That the Angel of Death might see the sign, and pass over.
Motionless, senseless, dying, he lay, and his spirit exhausted
Seemed to be sinking down through infinite depths in the darkness,
Darkness of slumber and death, forever sinking and sinking.
Then through those realms of shade, in multiplied reverberations,
Heard he that cry of pain, and through the hush that succeeded
Whispered a gentle voice, in accents tender and saint-like,
‘Gabriel! O my beloved!’ and died away into silence.
Then he beheld, in a dream, once more the home of his childhood;
Green Acadian meadows, with sylvan rivers among them,
Village, and mountain, and woodlands; and, walking under their shadow,
As in the days of her youth, Evangeline rose in his vision.
Tears came into his eyes; and as slowly he lifted his eyelids,
Vanished the vision away, but Evangeline knelt by his bedside.
Vainly he strove to whisper her name, for the accents unuttered
Died on his lips, and their motion revealed what his tongue would have spoken.
Vainly he strove to rise; and Evangeline, kneeling beside him,
Kissed his dying lips, and laid his head on her bosom.
Sweet was the light of his eyes; but it suddenly sank into darkness,
As when a lamp is blown out by a gust of wind at a casement.
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Lessons 12 and 13:
Links between Surrender and
‘Evangeline’
Name:
Date:
You have now read the novel Surrender by Sonya Hartnett, and the poem ‘Evangeline’
by Henry Longfellow. In the table below, the key details of the poem ‘Evangeline’ are
summarised in the first column. In the second column of the table say whether there are
similar details in the novel Surrender.
‘Evangeline’ by Henry Longfellow
Surrender by Sonya Hartnett
The poem starts with a description
of an isolated community in the
forests.
Evangeline is a very attractive
seventeen year old girl. She is
popular with the boys of her
community.
Gabriel’s father is a blacksmith who
is respected by everyone in the
community because of his very
skilled and important job.
Evangeline was very attracted to
Gabriel.
Unfortunately, Evangeline and
Gabriel were split up when the
people of Acadia were moved from
their land.
Gabriel became seriously ill.
Evangeline spent years looking for
Gabriel, and eventually found him
just before he died.
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Lessons 14 and 15:
Gabriel’s parents
Name:
Date:
In the table below you will find references to Gabriel’s parents. Some of the references
focus on the way they punished Gabriel; other references focus on Gabriel’s feelings
about his parents.
In pairs, fill in the second column of the table by recording for each incident what you
think about Gabriel’s parents’ behaviour.
Gabriel’s parents’ behaviour
My reaction
Gabriel’s father beat him across the legs with the
handle of a feather duster because he thought
Gabriel had stolen some money. Gabriel was nine
or ten years old at the time (page 20).
If Gabriel made simple mistakes, such as spilling a
drink, or breaking a plate, he would be made to
kneel in the corner of a room (page 34).
Gabriel’s parents did not love their disabled son,
Vernon. For example, Gabriel reported that his
father would not bother to feed Vernon, and his
mother would say, ‘Rub his face in it … That will
teach him. Even a mongrel can be house-trained’
(page 40).
When Gabriel told Finnigan about how Gabriel
had accidentally killed his own brother, Finnigan
replied, ‘Anyway … you were just a kid. You
didn’t know any better. Your mother – it’s her
fault. Your mother’s and your father’s. They should
have been looking after him, not you’ (page 50).
When Gabriel was six or seven and he was visiting
the local store with his mother, he stole some
sweets. He was punished when he got home by
having to stand in the corner of the yard until
midnight (page 61).
When Gabriel met Evangeline he was horrified to
realise that ‘Never having been touched, I didn’t
know how to touch: such things would never
come naturally to me’ (page 114).
After Gabriel had visited Evangeline’s house, to
warn her that Finnigan was going to kill her,
Gabriel was to be whipped with a leather belt.
Gabriel realised that his father had actually
bought the belt to be used for punishing him; not
to wear. His father accused him of being
‘resentful, and ungrateful’ (page 146).
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Lessons 14 and 15: Were
Gabriel’s parents good parents?
Name:
Date:
Your task is to write an essay, of about 400 words, in which you answer the following
question: do you think that Gabriel’s parents were good parents?
The writing frame below might help you to organise your ideas:
Introduction
In the introduction you need to answer the question with a direct statement. You might
want to say that Gabriel’s parents were good parents, or bad parents. Alternatively, you
might want to say that although they made mistakes, you can understand their
behaviour. Whatever your direct statement is, you should support it with one or two
brief examples. However, you might also want to say something in your opening
paragraph about how difficult it is to judge the parents because we only ever see them
through Gabriel’s eyes.
Paragraph 2
Look at the way Gabriel’s parents dealt with Vernon. In Chapter 7 Gabriel explains how
disabled Vernon was, and how his parents reacted to the problems that this posed. Can
you feel any sympathy for Gabriel’s parents?
Paragraph 3
See how much love Gabriel’s parents gave to Gabriel. Is there any evidence in Chapter 5
that Gabriel was frightened of his parents? Why? Also, what problem did Gabriel face
that we could blame his parents for, when he was with Evangeline? (You can remind
yourself of this by re-reading page 114.)
Paragraph 4
An important aspect of any child’s upbringing is the way that their parents help them to
see the difference between right and wrong. One way that parents do this is to punish
bad behaviour. Do you think that Gabriel’s parents were good at teaching him what was
right and wrong?
Paragraph 5
Consider the events of Chapter 19. What led Gabriel to kill his parents? Finnigan said
‘There must be an edge for everyone, over which it’s possible to be pushed. My angel’s
pride had been trampled, his endurance worn thin’. Do you agree with Finnigan? Do
you have any sympathy for Gabriel?
Conclusion
Finish off your essay by re-answering the question, ‘do you think that Gabriel’s parents
were good parents?’ If you think they were good parents, did they have any weaknesses?
If you think that they were bad parents, did you think that they had any good qualities?
Is this an issue that different people would have different opinions about?
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Lessons 14 and 15: Were
Gabriel’s parents good parents?
Name:
Date:
Planning sheet
Introduction
Statement supported by 1 or 2 examples
2nd paragraph
Vernon
3rd paragraph
Gabriel’s parents
Love they gave to Gabriel
Fear Gabriel had of them
4th paragraph
Punishment for bad behaviour
Did Gabriel learn right from wrong?
5th paragraph
What led Gabriel to kill his parents?
Conclusion
Re-answer the question, ‘do you think
that Gabriel’s parents were good
parents?’
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Teacher’s notes referred to in the
short-term lesson plans
Lesson 5
Introduction: why Finnigan started the fires
Finnigan’s Fires
Reason for the fire
Description of the fire
‘… the clothes on Bushell’s clothesline
were reduced to charred tatters.’
Jammy Bushell, the youngest son, was a
bully and a pincher, and insufferably vain.
‘The front fence of the Wells’ house could
be seen for miles when it burned, and the
grimy stink of kerosene palled the town
for days.’
Limerick Wells had nominated Gabriel
for the role of princess in the annual
school play.
Development: why Finnigan might have started the fires
Finnigan’s Fires
Description of the fire
Reason for the fire
‘… the clothes on Bushell’s clothesline
were reduced to charred tatters.’
Jammy Bushell, the youngest son, was a
bully and a pincher, and insufferably vain.
‘The front fence of the Wells’ house could
be seen for miles when it burned, and the
grimy stink of kerosene palled the town
for days.’
Limerick Wells had nominated Gabriel
for the role of princess in the annual
school play.
‘Mrs Henry Nightingale woke to see her
azalea hedge in flames.’
We are not told.
‘… a burning bottle of petrol had
shattered the window of the produce
store run by the Gilligan twins.’
Gabriel still felt guilty about stealing
sweets when he was only six years old.
‘The clubroom on the edge of the
sporting oval … ’
We are not told.
‘Raffe Lowe’s notorious car, for the
purchase price of which he’d sacrificed
three fingers labouring at the lumber yard.’
Because Finnigan felt that a car was a
stupid thing to love.
Lesson 6
The students are asked to summarise what they remember about Constable Eli
McIllwraith and Gabriel’s father. Students might need to be prompted to make comments
such as:
McIllwraith: has not been doing the job long; is quite young; was not born in Mulyan.
Gabriel’s father: is a lawyer; he did not like people who failed; he did not like McIllwraith.
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Lessons 7 and 8
Symbol
Meaning
Rose
Perfection, joy and peace, feminine, life, spring, passion, a white rose can
represent purity
Worm
Vileness, death, canker that eats at the root of the rose
Storm
Chaos, confusion, fear, destruction, change, blowing away the old and frail,
making room for the new
Night
Secrets, things to hide, evil, Satan is the prince of Darkness
Bed
Sleep, vulnerability, innocence, the garden bed of the rose
Lesson 10
What does this
suggest about
Gabriel?
Gabriel is very
concerned here. He
is also very
confused. He knows
he owes Finnigan
loyalty but he does
not want to turn his
back on Evangeline.
His confusion has
caused him to
stumble.
What does this
suggest about
Gabriel?
Finnigan has always
been a physically
threatening boy. His
movement towards
Gabriel here might
be interpreted as
fondness, but it is
more likely to be a
physical threat.
Smooth and cool as water I said, ‘Shall I
tell you what you owe me?’
‘No.’
Another time I would have laughed.
Now I asked, ‘Because you already know?’
‘You’re wasting your time, that’s why.
I won’t do it.’
‘But we agreed you owe me
something if I take Surrender. You
promised, Gabriel.’
He stepped back, knocking into a tree.
His breathing was harsh, as it is now. I saw
he was suffering, which was good. But
there was still some life in him – he wasn’t
a husk. ‘Not that,’ he said. ‘No.’
I sighed, very patient; then got to my
feet and edged near to him. I looked into
his eyes. He was watching me, biting his
lip. ‘You’ve already lost me,’ I explained.
‘Just now you’ve lost Surrender. Do you
want to lose everything, Gabriel?’
He lifted his chin. ‘There’s nothing
else worth keeping. Only her.’
Who is Gabriel
referring to here?
Gabriel is referring
to Evangeline.
What is Finnigan
referring to here?
What does Gabriel
owe Finnigan?
Finnigan is referring to
the pact that he and
Gabriel made at the
beginning of the novel.
This pact demanded
that the boys gave each
other undivided
loyalty. Finnigan is
demanding that
Gabriel stops seeing
Evangeline.
What effect does it
have when Finnigan
uses Gabriel’s name?
Finnigan's use of
Gabriel's name
suggests that Finnigan
is being earnest. It is
almost a combination
of pleading and
demanding.
What does this suggest about Finnigan?
This question should be: What does this
suggest about Gabriel? Answer: Gabriel's
concern is exposed when he bites his lip.
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© Harcourt Education Limited, 2006
Surrender
Lesson 11
The first quotation and questions are offered below, with some suggested responses.
Finnigan says, ‘There must be an edge for everyone, over which it’s possible to be
pushed. My angel’s pride had been trampled, his endurance worn thin.’
1
a
Finnigan says this in response to something that Gabriel has said. What? He
killed both of his parents.
b
Explain what Finnigan might mean by this. Gabriel has been humiliated by his
parents for most of his life. He has finally snapped.
c
Trace how Gabriel’s pride has been trampled on through the novel. Being
whipped by his father; being told to shoot his own dog.
Lessons 12 and 13
Gabriel and
Evangeline
Chapter 13
Questions
1
2
Chapter 15
3
4
Chapter 19
5
6
Gabriel says that the name Evangeline is holy. Why is it holy? What
does the name suggest to you? Evangeline might suggest evangelist. In
turn this might suggest someone who is preaching an important message.
Why do you think that Evangeline wanted to go for a walk with
Gabriel? It seems from Gabriel’s account of their walks that Evangeline
found Gabriel interesting. However, we cannot be sure, as this is only
Gabriel’s interpretation.
Finnigan accuses Gabriel of being ‘the lurker-in-the-shade’. What do
you think he means by that? Do you agree with Finnigan? Finnigan is
probably trying to humiliate Gabriel because he is jealous. He might be
trying to suggest that Gabriel is not good enough for Evangeline, and so
Gabriel just appears to be hanging around, unwelcome.
Why do you think Evangeline continued to go for walks with
Gabriel? It might be that she felt sympathetic. Alternatively, she might
actually have liked him.
Why did Gabriel go to Evangeline’s house? He believed that Finnigan
was going to kill her.
At the end of this chapter we learn that Gabriel has been lying in bed
ill for four years, waiting for Evangeline to visit him. Do you think
that it was ever likely that Evangeline would visit Gabriel? Why? It is
likely that Evangeline was killed four years ago. It is likely that the bones
that have been found are her bones. If this is the case, then obviously she
could not visit Gabriel. However, even if she was alive, it is unlikely that
she would visit him after the humiliating scene at Evangeline’s house.
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Lessons 14 and 15
Questions on Gabriel’s parents:
1
What job did Gabriel’s father have? Lawyer
2
What illness did Gabriel’s mother often suffer from? Migraines
3
What did Gabriel’s parents feel about Vernon? They hated him
4
Name two punishments that Gabriel received from his parents, and in each case say
why he was punished.
He was whipped across his legs with the stick of the feather duster because his
mother thought he had stolen the money he had been looking after for
Finnigan.
We are told in general terms that if he spilt a drink or broke a plate he would be
made to kneel in the corner of a room.
When he stole the sweets from the shop he was made to stand in a corner of the
yard until midnight.
He was beaten with a specially-bought brown belt because of the problems he
caused when he tried to warn Evangeline about Finnigan.
He was made to shoot his own dog when the dog savaged five young goats.
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27
Reading journal
This reading journal is designed to help you record your thoughts about the
book you are reading. It is not intended to include only polished pieces of
writing, but rather a collection of your developing responses to a text. To become
a better reader, it helps to write an entry at the end of each reading session in
class or at home, noting:
The strategies you have been using as you read, e.g. reading backwards and
forwards, skimming, inferring.
Your responses to what happens/what characters do and say, and ask what
the writer has done to make you feel this way.
The questions in your mind as you read, e.g. what you are wondering about
at the moment.
The themes and patterns that you notice in the plot or the language used.
Similarities and connections to other books you have read.
Parts of the book (words, lines) that you have enjoyed.
How what happens in the book relates to your own experiences and feelings.
The notes you make will be useful to look back on, especially before writing
about the book. For example, it will show how the author has made a character
change and affected your feelings about him/her as the book progresses.
Before starting to read …
Ask yourself:
What can I tell about the book from its front cover and the blurb on the
back cover?
Have I read any other books by this writer? What were they about?
It is often useful to make a very brief timeline like the one below to track the
main events, changes in narrator, scenes and characters. When you write about
the book in the future, this time-chart will remind you where things that happen
are described.
End of
book
Beginning
of book
While reading …
Ask yourself:
What does the opening tell me about the themes and ideas, characters and
setting of the book?
In what ways does the writer grab my attention?
How many points of view on events am I given?
What would I like to ask the author if I met him/her?
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Reading journal
(continued)
Name:
Year:
Text title:
Text type:
Author:
Date started:
Date finished:
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Reading journal
(continued)
As soon as you have finished reading a book …
Ask yourself:
Can I sum up the main idea of the text in three sentences?
Which characters have changed and why? Which have stayed the same?
Who would I recommend this book to and why?
Award a book rating (between 1 and 5 stars,
where ★ = poor and ★★★★★ = excellent).
Write a review below summarising your thoughts about the book.
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Surrender reading journal
prompts
Name:
Date:
Use the questions below to help you fill in your English reading journal. What you write
will not be ‘marked’ by your teacher, only read.
Chapters 1–3
Once you have read Chapters 1–3, write down four questions you hope will be
answered by the end of the novel.
Make a record of every time the bones are mentioned. Write down what you think
the bones are.
Copy the following mind maps for Gabriel and Finnigan, and start adding your own
thoughts to them. Develop the mind maps as you read on with the novel. By the
end of the novel these maps will record what you know about the two characters,
and how you have responded to them.
Relationship with ……….
Relationship
with Finnigan
Gabriel
Relationship with his parents
What we know about his
background
Animals
he is compared to
Finnigan
Relationship with Gabriel
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Surrender reading journal
prompts (continued)
Name:
Date:
Chapters 4–6
Summarise the pact that Gabriel and Finnigan have. What do you think this pact
will lead to in the future?
Chapter 7
Summarise how Vernon died in around 50 words.
Why does Finnigan light fires?
Chapters 8–11
Whose feelings do you most empathise with, Gabriel’s or Finnigan’s?
Chapter 12
How does the author create the tension in this chapter?
Chapter 13
Add Gabriel’s relationship with Evangeline to Gabriel’s mind map.
What similarities are there between Finnigan and Gabriel’s mother?
Chapters 13–17
Who said the following things? What do you think each of them mean?
–
‘There’s fire in my fingers. I burn everything I touch’.
–
‘I’m paying for my sins’.
–
‘“You do belong to me,” he said, “and I don’t share”’.
–
‘I thought about how stupid it is, that all of us are born destined to desire
somebody else, though desire brings with it such disappointment and pain’.
Chapter 18
Finnigan says to Gabriel, ‘I’m warning you Gabriel’. What do you think Finnigan is
warning Gabriel about? What do you think this might lead to?
40
Student
Sheet
© Harcourt Education Limited, 2006
Surrender
28
Surrender reading journal
prompts (continued)
Name:
Date:
Chapters 19 and 20
Gabriel is punished for visiting Evangeline’s house. Summarise in one paragraph
your response to the following question: ‘Do you think that Gabriel’s parents gave
fair punishments?’
Chapter 21
What do you finally realise about where Gabriel is?
How does Vernon make an appearance in this chapter?
Does the chapter make you rethink Finnigan’s position in the novel?
Looking back …
After you had read the first three chapters you wrote down four questions that you
hoped would be answered by the end of the novel. Were they answered?
41
Student
Sheet
© Harcourt Education Limited, 2006
Surrender
Further study areas
The following study areas provide opportunities for creating interesting and stimulating
activities:
Author’s craft: Provide descriptions of each of the main characters to show how they
might look and how they might dress.
(Author’s craft: Yr7, R12; Yr8, R10, Yr9, R9)
Writing to entertain: Write a scene that we are told about, but that does not appear in the
novel, or is dealt with very briefly:
Gabriel’s parents discussing their son;
McIllwraith reporting the murder of Gabriel’s parents.
(Writing to entertain: Yr7, W5; Yr8, W6; Yr9, W5)
Independent research: Research into other children’s authors from Australia and
produce a class booklet recommending wider reading opportunities.
(Independent research: Yr7, R1; Yr8, R2; Yr9, R2)
Personal view: Gabriel obviously admires Finnigan. However, do you think that
Finnigan is a realistic character?
(Personal view: Yr7, W19; Yr8, W16; Yr9, W13)
Collaborative drama: Dramatise significant scenes from the novel:
The moment Gabriel is discovered by his mother in Evangeline’s house.
The final Chapter of the novel.
(Collaborative drama: Yr7, S&L16; Yr8, S&L16; Yr9, S&L14)
Reading for pleasure
If you have enjoyed Sonya Hartnett’s novel Surrender, then you will also enjoy her novel
The Silver Donkey about two children who help a stranded British Soldier who wants to
get back to England from France during the First World War.
You will also enjoy Sonya Hartnett’s novel Thursday’s Child. Set during the Great
Depression Harper Flute watches her younger brother create a vast network of tunnels in
which to escape the family’s problems.
42
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lesson 1
60 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Chapters 1 and 2
1 To define first and third person perspectives
2 To explore the use of perspectives, through personal writing
Reading of Chapters 1 and 2
Understanding of first and third person perspectives
Prior learning/
knowledge:
Book activity:
Exploration: Activity 1 – Considering first and third person perspectives
Framework Objectives:
Year 7: R9, Wr5, S&L8
Year 8: R6, Wr5, S&L8
Year 9: R6, Wr5, S&L6
Assessment Foci:
Reading: AF3, AF5.
Writing: AF1, W14.
Starter:
(10 minutes.) Ask the students to work in groups. Give each group a
copy of Student Sheet 1. Ask them to read the passages and identify
which of the passages have been written in the first person and which
have been written in the third person. Ask a representative of each
group to report back to the class. Focus on the different pronouns used.
The students should generalise about the advantages and
disadvantages of first and third person writing. For example, with first
person perspective we can only learn about what the narrator knows;
and with third person perspective we do not explore the main
character’s feelings as thoroughly.
Introduction:
(10 minutes) Using Student Sheet 2, ask students to rewrite Passage A
from first person to third person, and Passage B from third person to
first person. Afterwards, ask the students to work in pairs and discuss
any difficulties they faced.
Development:
(30 minutes) In the novel we often learn about events from two different
perspectives: Gabriel’s and Finnigan’s. Ask the students to select an
incident from their own lives that could be told from two different
perspectives: their own and someone else’s. It might be, for example, a
time when they were told off for something they did not do, or an
argument they had. They should write the incident from the two
different perspectives, using the first person in each case.
Plenary:
(10 minutes) Ask volunteers to read out their work. The class should
identify ways the pieces of writing might have been different if they
had been written in the third person.
Homework:
Ask the students to redraft their pieces of writing. They should check
their work to see whether they have sufficiently developed the opinions
and feelings within each of their pieces of writing.
Resources required: Student Sheet 1, Student Sheet 2
Personal teaching notes:
43
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lesson 2
60 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Prior learning/
knowledge:
Book activity:
Chapters 3 and 4
1 To consider a series of situations in terms of how they would
personally deal with them if they were adults
2 To produce a piece of analytical writing
Pre-reading of Chapters 3 and 4
Knowledge of the school’s disciplinary code
Exploration: Activity 7 – Parents and children’s behaviour
Framework Objectives:
Year 7: S&L10, S&L14, Wr2
Year 8: S&L10, S&L12, Wr3
Year 9: S&L5, S&L10, Wr2
Assessment Foci:
Writing: AF2.
Starter:
(10 minutes) Ask the students, in pairs, to share with each other
moments at home or school when they have been punished. They
should identify the misdemeanour, and the related punishment. The
students should say whether they thought the punishments were
appropriate/fair.
Introduction:
(10 minutes) Show OHT 3 on an OHP. Ask the students to work in
groups. Ask them to imagine that they are parents of teenage children.
Each group should consider one of the situations on the OHT, and say
how they would deal with it. Ask each group to nominate a
spokesperson to report their decisions back to the class.
Development:
(30 minutes) Ask the students to imagine that the school is going to
produce a Discipline Code. In this code the school wishes to explain
very clearly: i what behaviour is expected of pupils, within lessons and
around the school and ii what sanctions will be imposed for poor
behaviour.
Working in groups the students should draw up the disciplinary code.
This code should include what behaviour is expected of students, and
what sanctions they should expect if they transgress.
Plenary:
(10 minutes) Ask students to share key items from their Discipline
Codes.
Homework:
Provide students with copies of the United Nation’s Children’s Charter,
which can be found on http://www.therightssite.org.uk/html/kyr.htm
The students should identify what they consider to be the five most
important Articles, and place them in a hierarchy of importance.
Resources required: OHT 3
Personal teaching notes:
44
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lesson 3
60 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Close reading of Chapter 5, and some personal reflection
1 To select adjectives that describe Gabriel; and then to select
adjectives that describe themselves
2 To produce a piece of writing that defines their ‘opposite’
Pre-reading of Chapter 5
Prior learning/
knowledge:
Book activity:
Exploration: Activity 9 – Describing your own personality
Framework Objectives:
Year 7: W18, Wr6
Year 8: W10, Wr13
Year 9: W8, Wr10
Assessment Foci:
Writing: AF7, AF8.
Starter:
(10 minutes) Give students a copy of Student Sheet 4 – a list of
adjectives. Ask the students to identify any of the adjectives that
describe Gabriel, and any of the adjectives that describe Finnigan. Ask
students to then give an example from the novel to support each of
their adjective selections. For example, if they felt that Finnigan is loyal,
they might refer to the cases of fires that he started to avenge Gabriel.
Introduction:
(20 minutes) Using Student Sheet 4, ask students to select adjectives that
they think describe themselves. Ask them to write a sentence to
illustrate how each of the adjectives they have selected describes
themselves. For example: ‘Honest – If I found a wallet or purse in the
street I would hand it in to the Police’.
Development:
(30 minutes) In Surrender, when Finnigan discusses the potential
relationship between himself and Gabriel, Finnigan says, ‘You will only
be good things – you’ll never get angry or fight. And I will only be bad
things – I will always get angry and fight. We’ll be like opposites.’Ask
students to re-read page 27 of Surrender. Using Student Sheet 5, get
students to read the year 9 student’s description of their opposite.
Students now write their own short description of what sort of person
their own opposite would be.
Plenary:
Ask the students to share their work with another student.
Alternatively, you could ask the class to define what they think are
good personal qualities and bad personal qualities.
Homework:
Ask students to share their work with their parents. How far do their
parents agree with their children’s personal analysis? Would the parents
wish to challenge any of their children’s opinions about themselves?
Ask students to make a written record of their parents’ responses.
Resources required: Student Sheet 4, Student Sheet 5
Personal teaching notes:
45
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lesson 4
60 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Close reading of Chapter 7
1 To respond to a series of imagery
2 To produce a piece of descriptive writing
Pre-reading of Chapter 7
Understanding of the terms simile and metaphor
Prior learning/
knowledge:
Book activity:
Exploration: Activity 12 – Personification
Framework Objectives:
Year 7: W14, Wr14
Year 8: W11, Wr6
Year 9: W7, Wr11
Assessment Foci:
Reading: AF3, AF5.
Writing: AF1, AF7.
Starter:
(10 minututes) Explain that good imagery creates different mental
pictures for the reader, who develops a number of responses – there is
no correct response.
1 The top half of Student Sheet 6 presents some reactions to the
imagery ‘The fire leapt and darted’ which appears in chapter 7 (page
36). Ask the students to work in groups and see if they can think of
any other qualities suggested by the imagery of ‘The fire leapt and
darted’.
2 Introduce the term ‘personification’ into the discussion.
3 Present the imagery extracts that appear in the table on the bottom
half of Student Sheet 6. Ask students to work in pairs and read the
imagery extracts and decide on what pictures they create in their
minds. Then, ask them to decide which of them are examples of
personification.
Introduction:
(20 minutes) Re-read the description of the fire from Chapter 7 on
Student Sheet 7. The passage is surrounded by boxes, some of which
contain responses to the language. Ask students to suggest responses to
the language that could be placed into the empty boxes.
Development:
(20 minutes) Ask the students to select one of the following natural
phenomena: rainbow, rising or setting sun, avalanche or volcano. Ask
the students to personify their chosen natural phenomena in a piece of
descriptive writing.
Plenary:
(10 minutes) Ask each students to share their favourite sentence(s) from
their writing.
Homework:
Ask students to complete their piece of descriptive writing.
Resources required: Student Sheet 6, Student Sheet 7
Personal teaching notes:
46
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lesson 5
60 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Chapter 9
1 To engage in close reading in order to collect relevant information
2 To reflect on character
3 To reflect on the nature of vigilante behaviour
Pre-reading of Chapter 9
Some initial opinions of Finnigan
Prior learning/
knowledge:
Framework Objectives:
Year 7: R7, R12, W14
Year 8: R4, R12, W11
Year 9: R5, R13, W7
Assessment Foci:
Reading: AF2, AF3.
Starter:
(10 minutes) Ask the students to read the paragraph on Student Sheet 8,
and in groups discuss what the paragraph suggests about Finnigan. Do
they think that Finnigan is more than just a human being? Does
Finnigan represent some sort of devil character?
Introduction:
(10 minutes) Discuss with the class whether they think vigilante
behaviour can ever be justified.
Development:
(30 minutes) Distribute Student Sheet 9. This lists many of the fires that
Finnigan started. Ask students to work in pairs to complete the table.
They need to give reasons (for as many of the fires as possible) as to
why they started. Notice that we do not learn why all of the fires were
started. (Answers appear in the Teachers’ Notes, page 32.)
Ask the students to speculate reasons why the other fires were started.
Plenary:
(10 minutes) Ask the students to give their impression of Finnigan now.
Encourage students to persuade the rest of the class that their opinion is
a valid one by providing textual evidence to support any of their
opinions about Finnigan.
Resources required: Student Sheet 8, Student Sheet 9, Teacher’s Notes (page 32)
Personal teaching notes:
47
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lesson 6
60 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Chapter 9
1 To obtain a clearer understanding of the way two characters have
been presented: Constable Eli McIllwraith and Gabriel’s father
Pre-reading of Chapter 9
Prior learning/
knowledge:
Book activity:
Exploration: Activity 16 – Character notes
Framework Objectives:
Year 7: R8, R14
Year 8: R5, R13
Year 9: R6, R18
Assessment Foci:
Reading: AF2, AF5.
Starter:
(10 minutes) Ask the students to summarise what they remember about
Constable Eli McIllwraith and Gabriel’s father. The students’ responses
will encourage them to focus on the two characters before they tackle
the next two activities. (Answers appear in the Teachers’ Notes, page 32.)
Introduction:
(20 minutes) Distribute Student Sheet 10. Ask the students to study the
passage taken from Chapter 9. Ask the students to explore what each of
the underlined phrases might suggest about Constable Eli McIllwraith.
Development:
(20 minutes) Distribute Student Sheet 11, which contains a passage
about Gabriel’s father. Ask the students to annotate the extract, making
comments about what each of the underlined phrases suggests about
Gabriel’s father. One of the boxes has been filled in as an example of
what is expected from the students.
Plenary:
(10 minutes) Ask the students to summarise what they think about
Constable Eli McIllwraith and Gabriel’s father. Ask them whether their
close reading has changed the opinions they had at the beginning of the
lesson.
Resources required: Student Sheet 10, Student Sheet 11, Teacher’s Notes (page 32)
Personal teaching notes:
48
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lessons 7 and 8
120 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Prior learning/
knowledge:
Book activity:
Chapters 15 and 16
1 To examine the use of the two main characters of Surrender as
symbols
Pre-reading of Chapter 15 and Chapter 16
Exploration: Activity 20 – Symbols
Framework Objectives:
Year 7: R9, R19, Wr19
Year 8: R5, R10, R13, Wr18
Year 9: R6, R7, R18, Wr16, Wr17
Assessment Foci:
Reading: AF1, AF6, AF7.
Writing: AF2, AF3.
Starter:
(10 minutes) Ask students to work in groups and make a list of some of
the symbols encountered in everyday life, for example:
A green light tells you it is safe to cross the road
A bell may signal the start or end of lessons at school
A dove is a symbol of peace
Introduction:
(30 minutes) As a class read the poem The sick rose by William Blake on
Student Sheet 12. Ask the students to work in pairs and to fill in the
table of possible meanings associated with the symbols used in the
poem. When you ask the groups to report their findings back to the
class, emphasise the use of night and darkness as symbols of evil.
Development:
(30 minutes) Students explore how far Gabriel and Finnigan’s characters
in Surrender represent good and evil. Ask them to work in small groups
and look through the first 14 chapters of Surrender for descriptions of
Gabriel and Finnigan, and fill in the table on Student Sheet 13.
Discuss with the class:
Gabriel introduces himself as the messenger, which is a clear biblical
reference. In what way is Gabriel a messenger and what message
does he offer the novel.
The pact that Gabriel and Finnigan have allows Gabriel to only do
good things. Is Gabriel’s behaviour always good? Does Gabriel
behave badly at any point in the novel?
Why does Gabriel choose to die? What is the link between Gabriel’s
death and Finnigan?
(40 minutes) Ask students to produce a piece of analytical writing
which summarises their opinion about Gabriel and Finnigan’s
characters as symbols of good and evil. Encourage them to offer a point,
provide a quotation, and then discuss the significance of the quotation.
You can give them Student Sheet 14 as a planning sheet for their writing.
Plenary:
Ask the students to define what a symbol is, and to relate their
definition to Gabriel and Finnigan as symbols of good and evil.
Homework:
Ask students to produce two paragraphs in which they use their own
symbols to illustrate good and evil.
Resources required: Student Sheet 12, Student Sheet 13, Student Sheet 14
Personal teaching notes:
49
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lesson 9
60 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Chapters 15 and 16
1 To explore Sonya Hartnett’s use of colour to represent emotion
2 To write a piece of poetry that explores the use of colour to
represent emotion
Prior learning/
Reading of Chapters 15 and 16
Experience of the use of simile and metaphor in poetry
Book activity:
Exploration: Activity 21 – Using colours to represent emotions
Framework Objectives:
Year 7: R14, Wr8
Year 8: R13, Wr8
Year 9: R18, Wr8
Assessment Foci:
Reading: AF5.
Writing: W7.
Starter:
(10 minutes) Discuss with the class what colours they associate with
what emotions. For example, red is a colour associated with danger and
anger; green is used to represent envy; black is used to represent
depression. Then, ask the students if any particular colours affect them
emotionally? For example, do they see pink and white as provocative
colours?
Introduction:
(20 minutes) Re-read pages 101–103. When Evangeline asks Gabriel
‘What’s inside you?’ he replies, ‘Colours’ and says that the colours are
blue and green. Finnigan claims that the colours inside Gabriel are in
fact soot and pearl.
Label four sheets of paper ‘red’, ‘blue’, ‘green’ and ‘yellow’. Ask the
students to move around the class to write down what emotions they
associate with each of the colours. Some suggestions of emotions are:
fear, anger, sorrow, joy, surprise, happiness, wonder, sadness, pride,
shame, fear, respect, love, loneliness. Tell the students that you expect at
least three contributions from each of them – ask the students to initial
each of their contributions. Then, ask selected students to explain the
choices they have made.
Development:
Ask students to consider the opening to a poem on Student Sheet 15
that explores the use of colour to represent emotions. Ask them to make
up the first lines of their own poem in a similar fashion.
Plenary:
Ask the students to share the opening lines of their poems.
Homework:
Ask students to complete their colour poems.
Resources required: Student Sheet 15
Personal teaching notes:
50
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lesson 10
60 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Chapters 17 and 18 and a drama activity
1 To consider the key issues raised in the argument between Gabriel
and Finnigan
2 To engage in a piece of drama
Reading of Chapters 17 and 18
An understanding of the conventions of drama
Prior learning/
knowledge:
Book activity:
Exploration: Activity 24 – Dramatising an argument
Framework Objectives:
Year 7: S&L13, S&L15
Year 8: S&L11, S&L16
Year 9: S&L10, S&L14
Assessment Foci:
Reading: AF3
Writing: AF3
Starter:
(10 minutes) Present OHT 16 on an OHP – this shows an argument
between Gabriel and Finnigan. Analyse the extract in order to isolate
the key points in the argument. A series of questions accompany the
extract to encourage the students to analyse the argument.
Introduction:
(15 minutes)
1 Present OHT 17 on an OHP. This is the same argument but
presented as a drama script. Together, discuss the various
constituents of the drama script: setting; stage directions; directions
for the actors (how to deliver their lines). The script has been
appropriately labelled on Student Sheet 18.
2 Ask the students what is lost or gained when a piece of prose is
changed into a drama script. For example, in a drama script we
rarely learn what people are thinking. In a piece of prose the
atmosphere can be created through description.
Development:
(25 minutes) The argument between Gabriel and Finnigan is all about
the balance between them in their relationship. In small groups ask
students to select one of the following scenarios to dramatise:
Two teenagers are having an argument because although they are
close friends, one of them thinks that the other makes all the
decisions about what they do and who they mix with.
Two teenagers of the same gender are having an argument because
one of them has a new boyfriend or girlfriend, and the other is
jealous.
A married couple, and their teenage child, are having an argument
because the teenager thinks that their parents control them too
much.
This activity should be developed as a short piece of improvised acting
with the written element set as homework.
Plenary:
(10 minutes) Ask students to present their scenario to the class.
Homework:
Ask the students to write a play script based on the acting they have
done during the lesson.
Resources required: OHT 16, OHT 17, Student Sheet 18
Personal teaching notes:
51
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lesson 11
60 minutes
Class:
Date:
Period:
Lesson coverage:
Lesson aims:
Chapters 20 and 21
1 To explore key themes in the novel
Reading of the whole novel
Prior learning/
knowledge:
Book activity:
Exploration: Activity 26 – Analysing quotations from the novel
Framework Objectives:
Year 7: R8, R17, S&L14
Year 8: R7, R13, S&L11
Year 9: R6, R18, S&L5
Assessment Foci:
Reading: AF3, AF5.
Starter:
(10 minutes) On Student Sheet 19 are a number of quotations from
Chapters 20 and 21. As a class answer the questions relating to the first
quotation. (Answers appear in the Teachers’ Notes, page 34.)
Introduction:
(20 minutes) Ask the students to work in pairs to answer the questions
posed for each of the quotations.
Development:
(20 minutes) Ask the students to work in pairs and select three more
quotations from Chapters 20 and 21, create two or three questions for
each quotation and then challenge another pair of students to answer
these questions.
Plenary:
(10 minutes) Come together as a class and ask pairs to share their
experiences: did some quotations pose more difficulties than others, and
why? Ask the students to consider the significance of this activity:
different readers make different sense of the same literary text.
Homework:
Ask students to write down, in continuous prose, what they understand
about any five of the quotations they have studied during the lesson.
Resources required: Student Sheet 19, Teacher’s Notes (page 34).
Personal teaching notes:
52
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lessons 12 and 13 120 minutes
Class:
Date:
Lesson coverage:
Lesson aims:
Chapters 13–21
1 To compare the relationship between Gabriel and Evangeline in
Surrender with the relationship between Gabriel and Evangeline in
Henry Longfellow’s poem ‘Evangeline’.
Reading Chapters 13–21
Prior learning/
knowledge:
Framework Objectives:
Year 7: R9, R12, Wr19
Year 8: R13, Wr16
Year 9: R6, R18, Wr16.
Starter:
Period:
Assessment Foci:
Reading: AF2, AF6.
Writing: AF3.
(10 minutes) Students are going to explore the similarities and
differences in the relationship between Gabriel and Evangeline in the
novel Surrender and the relationship between Gabriel and Evangeline in
Henry Longfellow’s poem ‘Evangeline’. Tell students that they will
need to decide whether Sonya Hartnett might have been influenced by
Henry Longfellow’s poem.
Ask students to work in groups and read the brief summary of Henry
Longfellow’s poem on Student Sheet 20.
Introduction:
(20 minutes) Ask students to work in groups and use Student Sheet 21 to
assist them in summarising the relationship between Gabriel and
Evangeline in the novel Surrender. (Answers on Teacher’s Notes page 34.)
Development:
(60 minutes) Student Sheet 22 provides extracts with commentry from
Henry Longfellow’s poem. Let students work in groups and use this for
reference. Student Sheet 23 has a table in which details from Henry
Longfellow’s poem are summarized in the first column. Ask students to
complete the second column by filling in similar details from the novel
Surrender.
Plenary:
(10 minutes) Ask each group to commit themselves to say whether or
not they think that Sonya Hartnett was influenced by Henry
Longfellow. The groups should use textual evidence to support their
arguments.
Resources required: Student Sheet 20, Student Sheet 21, Student Sheet 22, Student Sheet 23,
Teacher’s Notes page 34.
Personal teaching notes:
53
Teacher’s
Notes
© Harcourt Education Limited, 2006
Surrender
Surrender by Sonya Hartnett
Lessons 14 and 15 120 minutes
Class:
Date:
Lesson coverage:
Lesson aims:
Whole novel
1 To give a considered personal view, with textual support
Reading of the whole novel
Prior learning/
knowledge:
Book activity:
Inspiration: Activity 1 – Were Gabriel’s parents good parents?
Framework Objectives:
Year 7: R9, R12, Wr19
Year 8: R13, Wr16
Year 9: R6, R18, Wr16.
Starter:
Period:
Assessment Foci:
Reading: AF2, AF6.
Writing: AF2, AF3.
Ask the students the following questions, to help them refocus on
Gabriel’s parents. (Answers appear in the Teacher’s Notes, page 35.)
1 What job did Gabriel’s father do?
2 What illness did Gabriel’s mother often suffer from?
3 What did Gabriel’s parents feel about Vernon?
4 Name two punishments that Gabriel received from his parents, and
in each case say why he was punished.
Introduction: (30 minutes)
1 Student Sheet 24 presents the five punishments that are mentioned
in the novel, plus some other quotations that refer to the parents’
interactions with their children. Ask students to work in pairs. Ask
one pupil to support the parents’ behaviour, and one to criticise it.
Afterwards, ask pairs to join together and share the results of their
discussions.
2 Ask the students to say how they, if they were parents, would have
dealt with each of the issues raised on Student Sheet 24.
Development:
(70 minutes) Ask students to write an essay which considers: ‘Were
Gabriel’s parents good parents?’ Student Sheet 25 provides scaffolding
to support the students in writing their essay and Student Sheet 26
provides a planning sheet for them to use.
Plenary:
Ask students to identify moments when they might have responded in
the same way as Gabriel’s parents. Ask the students to say how they
would have acted differently to Gabriel’s parents in specific
circumstances.
Homework:
Ask students to complete their essay on ‘Were Gabriel’s parents good
parents?’
Resources required: Student Sheet 24, Student Sheet 25, Student Sheet 26, Teacher’s Notes
(page 35).
Personal teaching notes:
54
Teacher’s
Notes
© Harcourt Education Limited, 2006
Reflecting on Finnigan’s developing character.
Considering the nature of vigilante behaviour.
Exploring how the author presents the two characters:
Gabriel’s father and Constable McIllwraith.
Chapter 9
Chapter 9
Understanding the terms simile, metaphor, personification.
Using figurative language in a piece of descriptive writing.
Year 7: W14, Wr14
Year 8: W11, Wr6
Year 9: W7, Wr11
Year 7: R7, R12, W14
Year 8: R4, R12, W11
Year 9: R5, R13, W7
Year 7: R8, R14
Year 8: R5, R13
Year 9: R6, R18
Reading: AF3, AF5
Writing: AF1, AF7
Reading: AF2, AF3
Reading: AF2, AF5
Year 7: W18, Wr6
Year 8: W10, Wr13
Year 9: W8, Wr10
Writing: AF7, AF8
Close reading.
Consideration of Finnigan and Gabriels’ characters.
Chapters 5 and 6
Reading through the novel: Chapters 7–9
Year 7: S&L10, S&L14, Wr2
Year 8: S&L10, S&L12, Wr3
Year 9: S&L5, S&L10, Wr2
Writing: AF2
Considering the nature of punishment.
Producing school discipline code.
Chapters 5 and 6
Week of study: 2
Year 7: R9, Wr5, S&L8
Year 8: R6, Wr5, S&L8
Year 9: R6, Wr5, S&L6
Reading: AF3, AF5
Writing: AF1, W14
Framework Objectives
Defining first and third person perspectives.
Exploring the use of two narrative perspectives.
Reading through the novel: Chapters 1–6
Week of study: 1
Assessment Foci
Chapters 1 and 2
Objectives and lesson outcomes
Coverage
Chapter 7
Lesson 3 Lesson 2
Lesson 4
Lesson 6 Lesson 5
Teacher’s
Notes
Lesson 1
Medium-term study plan for Surrender by Sonya Hartnett
Surrender
55
© Harcourt Education Limited, 2006
Lesson 9
Lesson 12 and 13 Lesson 11 Lesson 10
Lessons 14 and 15
Teacher’s
Notes
Lessons 7 and 8
Whole novel
Week of study: 5
Considering Gabriel’s parents.
Producing a piece of analytical writing.
Reading through the novel: Whole novel
Reading: AF2, AF6
Writing: AF2, AF3
Year 7: Yr7: R9, R12, Wr19
Year 8: Yr8: R13, Wr16
Year 9: R6, R18, Wr16
Year 7: R9, Wr15
Year 8: R5, Wr13
Year 9: R6, R9, Wr13
Reading: AF2, AF6
Writing: AF3
Comparing aspects of Surrender and ‘Evangeline’.
Year 7: R8, R17, S&L14
Year 8: R7, R13, S&L11
Year 9: R6, R18, S&L5
Reading: AF3, AF5
Exploring the novel’s key themes.
Setting and answering questions.
Chapters 20 and 21
Chapters 13–21
‘Evangeline’ by
Longfellow.
Year 7: S&L13, S&L15
Year 8: S&L11, S&L16
Year 9: S&L10, S&L14
Reading: AF3
Writing: AF3
Year 7: R14, Wr8
Year 8: R13, Wr8
Year 9: R18, Wr8
Reading: AF5
Writing: AF7
Analysing the argument between Gabriel and Finnigan.
Producing a piece of drama.
Year 7: R9, R19, Wr19
Year 8: R5, R10, R13, Wr18
Year 9: R6, R7, R9, Wr16, Wr17
Framework Objectives
Reading: AF1, AF6,
AF7
Writing: AF2, AF3
Assessment Foci
Chapters 17 and 18
Reading through the novel: Chapters 17–21
Exploring the author’s use of colour to represent emotion.
Writing a piece of poetry.
Chapters 15 and 16
Week of study: 4
Defining the term imagery.
Studying two literary examples of imagery.
Considering whether Surrender is an example of imagery.
Reading through the novel: Chapters 1–6
Week of study: 3
Chapters 1–14
The sick rose by Blake.
Objectives and lesson outcomes
Coverage
Medium-term study plan for Surrender by Sonya Hartnett
Surrender
56
© Harcourt Education Limited, 2006