Form 5 - Step by Wicked Step

DRAFT
FORM 5
Novels
Step by wicked
step
Table of Contents
Synopsis
Elements
Activities
Assessment
Answer Key
Glossary
Panel of writers
Curriculum Development Division.Ministry of Education Malaysia. 2010
STEP BY WICKED STEP NOVEL
Introduction
What is a novel?
Only in a novel are all things given full play – D. H. Lawrence


A novel is a long narrative in literary prose. Novels tell stories, which are typically
defined as a series of events described in a sequence. The novel has been a part of human
culture for over a thousand years, although its origins are somewhat debated. Regardless of
how it began, the novel has risen to prominence and remained one of the most popular and
treasured examples of human culture and writing.
There have been stories and tales for thousands of years, but novels must combine a
few unique characteristics in order to be defined as such. First, a novel is written down,
rather than told through an oral account. Secondly, novels are meant to be fictional in form,
differentiating them from myths, which are said to have their basis in reality or theology.
Although some modern scholars argue differently, there is no truly established guideline for
length, point-of-view, or even establishment of a moral or philosophical point in novels.
Sources : http://www.wisegeek.com Date accessed : 5th July 2010

: http://www.wikipedia.org/wiki/Novel Date accessed : 5th July 2010
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The elements of a novel include the following:
i. Plot - the structure of a novel. It shows the arrangement of events and actions within
a story (please refer to notes on Freytag’s Pyramid below for details).
ii. Setting - the time, place, physical details, and circumstances in which a situation
occurs. Setting enables the reader to better envision how a story unfolds by relating
necessary physical details of a piece of literature.
iii. Theme - is the main idea, or message, of an essay, paragraph, or a book. The
message may be about life, society, or human nature. Themes often explore
timeless and universal ideas and may be implied rather than stated explicitly. Along
with plot, character, setting, and style, theme is considered one of the fundamental
components of fiction. It is the universal statement or feel when you read a piece of
writing.
iv. Character and characterisation - a character is a person in a narrative who may

represent a particular class of group of people. Characters in a novel a the vehicle
by which author conveys to us his / her view of the world. Characters maybe classify
either main character or minor character. The characterisation of a character is
revealed by actions, speech, thoughts, physical appearance, and the other
characters’ thoughts or words.
v. Language - used by author to reveal the theme and purpose of the novel.
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Notes on Freytag's Pyramid
Gustav Freytag was a nineteenth century German novelist who saw common patterns in the plots of
stories and novels and developed a diagram to analyse them. He diagrammed a story's plot using a
pyramid like the one shown here:
1. Exposition: setting the scene. The writer introduces the characters and setting,
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providing description and background.
2. Inciting Incident: something happens to begin the action. A single event usually
signals the beginning of the main conflict. The inciting incident is sometimes called
'the complication'.
3. Rising Action: the story builds and gets more exciting.
4. Climax: the moment of greatest tension in a story. This is often the most exciting
event. It is the event that the rising action builds up to and that the falling action
follows.
5. Falling Action: events happen as a result of the climax and we know that the story
will soon end.
6. Resolution: the character solves the main problem or someone usually solves it for
him or her.
7. Dénouement: (a French term, pronounced: day-no-moh) the ending. At this point,

any remaining secrets, questions or mysteries which remain after the resolution are
solved by the characters or explained by the author. Sometimes the author leaves us
to think about the THEME or future possibilities for the characters.
AUTHOR’S BACKGROUND
Anne Fine was born on 7 December 1947 in Leicester, England. She graduated in
politics from University of Warwick. She currently lives in County Durham, England. She is a
Fellow of the Royal Society of Literature and was awarded an OBE in 2003. She was
married to the philosopher Kit Fine but divorced in 1988.
Anne Fine is best known for her children's books, of which she has written more than
50. She also writes for adults. She was appointed the second Children's Laureate, holding
the position from 2001 to 2003.
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Her books for older children include the award winning The Tulip Touch and Goggle-
Eyes, which was adapted for television by writer Deborah Moggach for the BBC. Twentieth
Century Fox filmed her satirical novel Madame Doubtfire as Mrs. Doubtfire, starring Robin
Williams. Her books for younger children include Bill's New Frock and How to Write Really
Badly. Her work has been translated into 27 languages.
When it was first published, Step by Wicked Step took some reviewers' breath away. But
it was hard to argue an author shouldn't write about a state of affairs that affects so many
of our children. And, at heart, I think the adults who read the book simply shared the
same shock I felt when, after walking my children to school under a giant billboard that
declared, "Since You Passed This Poster Yesterday, Another 400 Children Were
Affected by Divorce", I began researching the subject of what is often called
'reconstituted' families.
I knew from the lives around me that parental separation was only the beginning of the
Notes for teachers and other adults from Anne Fine
complications for children. Often the really tough time comes when one parent or the
other sets up home with someone new, and the children aren't ready.
We have six stories in the book. Only five could be fitted into the radio adaptation - and
even that was a squeeze. Both book and radio adaptation has the structure of boxes
within boxes. The children's school visit to Harwick Hall provides both the outer frame
and the explanation for why all five children should just 'happen' to be from broken
families. Richard Clayton Harwick's long-hidden journal provides an inner tale that
triggers off, one by one, each of the stories of the listening children.
I quite deliberately made the toughest emotional tale that of the Victorian child, Richard
Harwick. Set in the past, with all the protagonists now lying safely in their graves, any
child disturbed by the sheer antagonism between the prototypically overbearing and
unfeeling stepfather and the young grieving Richard can comfort themselves that this sort
of thing is part of 'history'.
Those of us who know better - including a host of young readers whose depth of feeling
and unhappy circumstances may mirror Richard's more than we care to think - can take
the story more at its emotional face value.
I've been a shade more protective in the other stories, sometimes by showing things well
on the way to a happy ending (Claudia and Pixie's stories), or by showing how the sheer
determination of a child can give strength and purpose (Colin's story). Ralph's story is a
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robust one from start to finish.
I've tried to be honest about the lack of choices most children are offered, and the lack
of real opportunity to speak frankly and openly about their feelings and situations to the
adults around them. To this end, I've shifted through scores of perfectly normal 'case
studies' of families after divorce, and picked what I worked out was a fair cross-section
of scenarios and emotional states.
If adults reading the book or listening to the adaptation are startled by this, I think the
only thing that I can say is, 'Look around you, and listen' because none of these stories
is particularly unusual. (Colin's seems saddest, of course; but, from the numbers of
runaways on our streets, I think we can assume that even Richard Harwick's story is
commoner, even now, than we'd care to imagine.)
The book's been a great success in schools. There is, of course, the 'autobiography'
element which can be mined to advantage. (Each child has a very distinct story-telling
outlook and style.) The mix of sexes in the stories works well with classes of all sorts.
The sheer 'domestic' element of the tales ("Our family's not like that." "My family is.")
keeps up the interest.
But, from the letters I get, what really seems to touch a nerve about Step by Wicked
Step is the depth of the children's feelings. All too many tales for young children
assume far too narrow an emotional range. Many children do enjoy 'fun', yes. But all of
them, like adults, lead complicated and demanding emotional lives, often lived in
strained and stretched families.
In giving five of them so intimate and honest a voice, Step by Wicked Step empowers
all who share the story. It was, emotionally, one of the hardest books I've ever chosen
to write. But I only have to read the letters of children responding to it, to be glad I kept
at it.
Update: since Anne Fine wrote these notes, Collins Educational have published
the playscript. This is an entirely fresh adaptation, and not the broadcast
version.
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Source: www.annefine.co.uk/stepnotes.phpaccessed Date access: 6th July 2010
SYNOPSIS
It is a wild and stormy night when five British school children from Mordanger
School arrive ahead of their classmates for a week-long field trip at "haunted" Old
Harwick Hall. With the aid of flashes of lightning, the two girls Claudia and Pixie and
three boys, Robbo, Ralph and Colin find a long-abandoned secret room containing a
mysterious journal. On the cover, it reads, ‘ Richard Clayton Harwick – My Story. Read
and Weep’. From the journal, the children uncover the story of a boy who runs away
from the sinister influence of a loveless stepfather. Richard Clayton Harwick's long-
hidden journal provides an inner tale that triggers off, one by one, each of the stories of
the listening children, all of whom also have "steps," or step-parents, to share their own
sagas. And what engrossing, heart-rending stories they are: of hurting but still
humorous children picking their way through a minefield of embittered or
uncommunicative or just plain immature parents, insecure or reluctant step parents and
resentful step siblings. However, the lack of a principal plot is of no consequence as the
novel main purpose is to serve as a forum for the various stories. "Step by Wicked
Step" proves that all pain eventually heals and that we have the power to change things
for the better.
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Elements
PLOT SUMMARY
This novel is really five stories within a story that are induced by a story, like a
nesting puzzle. So, we have six stories in the book. There may be a lack of a principal plot
here but it is of no consequence as the novel’s main purpose is to serve as a forum for six
various stories of Richard Clayton Harwick, Claudia, Colin, Ralph, Pixie and Robbo.
In Step by Wicked Step, five boys and girls find themselves in an old house on a
stormy night. In a hidden tower room they discover an old diary, that of Richard Clayton
Harwick, who left behind a journal account of his wicked stepfather. “Read and Weep,’ says
the spidery writing on the cover of the book.
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After Richard Clayton Harwick’s father passes away, he was sent to Mordanger
School for four long years. He wishes to burn Mordanger to ‘ashes’ as to him, ‘there’s no
meaner place on earth’ than this boarding school. When he returns to Old Harwick Hall, he
could not get along with his wicked and loveless stepfather, Reverend Coldstone. Being
‘robbed of all his precious tokens’ from home, Richard makes the decision to leave and
become a cabin boy when ‘a great ship strains at the tide’. His decision has caused anguish
in his mother and sister, who have spent a fortune seeking his return. He did not return to
see his mother or sister until he read a square print from Riddle & Flook which requested
him to claim his ownership to Old Harwick Hall. By then, Richard knows that his stepfather,
mother and sister have passed on. Only then, he realises his decision to leave has changed
the lives of his family members.
Harwick's story prompts Claudia, Colin, Ralph, Pixie and Robbo to tell their own tales
of stepfathers, stepmothers, and stepsiblings, who are in turn eccentric, beloved,
unwelcome, and almost always misunderstood. Each vignette* is a wonderful study of
human nature. As the lightning flashes, the children begin to relate their own tales of step
parents, stories that are full of warmth and humour, yet with a fair share of sadness.
At first it seems the children could have nothing in common. Sports-mad Robbo,
quick-witted Ralph, sensible Claudia, fiery Pixie and dreamy Colin seem as different to each
other as it is possible to be. Yet they soon find they have one thing in common, and that they
are all the products of broken homes and they once have a turbulent relationship with a
‘step-’ or ‘steps-’ Below are the five stories in ‘steps by wicked steps’ spin off from Richard
Clayton Harwick’s ‘My Story. Read and Weep’. As Ralph says, “Stories don’t have to be
written,’ he reminded Claudia. ‘ This is the night for stories. Off you go,’ he reiterated.
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*vignette – n. /vin-‘yet, vѐn-/ descriptive passage within a larger work
(French, “little vine”)
Here are the brief description of the vignettes of Claudia, Colin, Ralph, Pixie and Robbo.
Claudia’s Story:
Green Pyjamas
Colin’s Story:
The Bluebird of Ralph’s Story: After Claudia’s parents’
Happiness divorce, Dad finds a
girlfriend, Stella. Claudia
A Tale of Three
feels disloyal to her mum
Colin and his mother left his Stepmothers whenever she has a good
father when he was a few time with her father and his
weeks’ old. His mother Ralph's life, though new girlfriend. Even though
takes up with a person merry, is as Stella tries her best to be
whom he thinks of as his complicated as a accepted by Claudia and
father. However, his maze as he has her daddy’s friends, she is
immature mother also three stepmothers being ignored. Finally,
Claudia realises her
leaves this stepdad after a and many step-
rudeness and she comes
while. Now he misses him family members. out of her closet by wearing
so badly that it hurts. the green pyjamas given by
Stella.
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Story within ‘step by wicked step’
Robbo’s Story:
Dumpa’s the Problem
Pixie’s Story:
The Pains in my Life
Robbo and his sister, Callie always
think that the birth of their
Pixie has to deal with two really
stepbrother, Dumpa has caused
irritating stepsisters and a father who
numerous problems between them
pretends he doesn't notice how
and their step father, Roy. When the
difficult things are for her. One day
relationship between Robbo’s
her stepmother ( Lucy) and Pixie
mother and Roy is on the rock,
have a fight. They pour out their
Robbo realises that Roy does not
frustrations. Only then they realise
move on because Dumpa’s the
that it is all because of Pixie’s father
problem. Finally, Robbo realises
who is “selfish’, ‘always pretending
that his mother is always stuck in
he didn’t notice things’, and leaving
between when Callie and Roy
them for Lucy to sort out the mess.
quarrel. This has caused mum and
Robbo’s stepfather to be upset.
CHARACTERS
Name of character Descriptions/ Attributes/ Personality
Robbo School pupil, sports-mad especially football
Ralph School pupil, quick-witted, hardworking and occasionally likes to
intercept impolitely during a conversation
Colin School pupil, longs to be reunited with his stepdad, dreamy as
‘he drifts through the hours of each school day as if his thoughts
were hundreds of miles away’ and this ‘ drove his teachers to
despair’
Claudia Steady, sensible, did not get along well with her stepmother at
the beginning
Pixie Fiery, a good reader, selfish
Richard Clayton Owner of Old Harwick Hall, lost his father at a very young age.
Harwick His mother remarries the priest, Reverend Coldstone whose
wrath Richard cannot stand. He runs away, without knowing that
he has made a decision that will change three lives; his
stepfather’s, mother’s and sister’s. When he inherits Old
Harwick Hall, he has lost his three closest members of the
family.
Rev. Coldstone Richard’s wicked stepfather, strict and cold-hearted
Mr. Plumley A staff of the school who accompanies the children to Old
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Harwick Hall
Miss O’ Dell The school teacher who picks five of the children on a trip after
a quick glance at her list.
Mr. Digby Gardener at the Harwick’s household
Lucy Maid at the Harwick’s household
Charlotte Richard Clayton Harwick’s sister.
OTHER CHARACTERS IN THE VIGNETTES

VIGNETTE Characters
1. Claudia’s Story : Green Pyjamas • Dad’s girlfriend, Stella, who is
a cook
2. Colin’s Story : The Bluebird of • Colin’s immature mother
Happiness • Colin’s endearing stepdad (Jack
) who calls him many
nicknames.
3. Ralph’s Story : A Tale of Three • First stepmother, Annabelle
Stepmothers • Second stepmother, Janet
• Third stepmother, Flora
• Stepdad, Howard
4. Pixie’s Story : The Pains in my • Pixie’s stepmother, Lucy
Life • Two stepsisters , Sophie and
Hetty Payne
• Pixie’s dad, whose
lackadaisical attitude towards
his family makes things
difficult for the family to come
together as a happy one.
5. Robbo’s Story: Dumpa’s the • Roy ( a.k.a The Beard),
Problem Robbo’s step dad.
• Callie, Robbo’s sister who
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hates The Beard
• Dumpa, Robbo’s newly born
step brother
• Robbo’s mum, Hope
SETTING
1. The haunted house of Harwick.
2. Domestic households of Claudia, Colin, Ralph, Pixie and Robbo.
THEMES
Family relationships
Coping with new family members for example Pixie understands that her new stepmother
is having as much trouble ‘adjusting’ as she is.
Family unity
The nucleus of moral values, “the family unit,” is being invaded by outsiders (‘step’ or
‘steps’) and this causes disharmony.
Dealing with adversities
Young children and adults may find difficulties dealing with frustrations, fears and sadness.
Being happy
‘Life has dealt us one hard blow, there is no reason for us to be unhappy for ever’. For
example, Claudia realises it is not fair to hate her new stepmother, Stella.
Think long enough before making a decision
Richard Harwick made a rash decision to run away and that had changed the lives of his
stepfather, mother and sister.
Sibling rivalry
Resentful step-siblings cause burden and hostility in a home.
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Coping with change
All pain eventually heals and that we have the power to change things for the better.
Being brave
Characters like Claudia and Pixie are brave as they confess to their own rotten behaviour.
Dealing with Separation and Divorce
It deals with a social phenomenon that many people are experiencing, the idea of a divorce
as somehow horrible. Separation and divorce, and the events leading up to them,
interrupts the stability and predictability that children need.
VALUES
1. It is important that children should tell their parents about their real
feelings and vice
versa.
2. One has to be brave when facing adversities.
3. We must not judge someone without knowing all the facts. We should
weigh our
pros or cons, and study the facts.
4. Adults or parents should be more thoughtful in making decision as it would affect the
lives of their children.
LITERARY DEVICES
Anne Fine uses similes to emphasise a certain characteristic of a thing. The comparison
made in a simile is often unusual. The listener or reader can form a mental image of the
comparison. This increases understanding of what the author is trying to communicate.
These are some of the similes used by Anne Fine:
Simile
1. Like someone stepping on stones over a river with water raging on both sides (p. 21)
2. When a great ship strains at the tide, and needs a cabin boy, nobody asks the lad
who speaks as roughly as a gardener’s son, and claims to be Dick Digby, whether
his mother knows he’s off to sea. (p.25)
3. ... dressed black as a bat (p. 16)
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4. She ( Hetty ) is still wary of me, and I still get on with her that bit better when all the
lights are out, and I don’t have to watch her cocking her one side and fiddling with her
hair or rolling the cat like a sausage across the downie (p.103)
5. It was like the Arctic. (p 87)
6. Like leftover shoved in a fridge (p. 2)
7. ….as narrow as the ones that archers used… (p. 8)
8. …over a black and white tiled floor that looked like a huge checkerboard glazed …
(p. 4) tight little circle, like campers round a …(p. 6)
9. She picked her way…..like someone stepping ….(p. 21)
10. And I’d just stare down at my plate on my face that said, plain as day, with a look
‘Why should you?’ (p. 40)
Hyperbole
Hyperbole is exaggeration. It puts a picture into the reader’s mind. Anne Fine occasionally
makes a point by overstating an action or object as in the following hyperboles:
1. As the driver swung the minibus (p. 1)
2. Just as if the dull-looking binder on the desk was a delicious birthday cake (p. 10)
3. No tears! I would have found obedience….How many nights my pillow would become
a flood (p.17)
4. How many cloudless afternoons I was to water with my private showers (p. 17)
Personification
Personification is a a figure of speech in which inanimate objects or abstractions are

endowed with human qualities or are represented as possessing human form. Anne Fine
uses personification to make this novel more dramatic and interesting or to convey a certain
mood. By using this literary device, it also helps us to relate more to the object or idea that is
being personified because it is easier for us to relate to something with human attributes.
1. Flinching as the twisted fingers of trees scraped at the glass (p. 2)
2. And then another flash shot generously across the sky (p. 7)
3. The wind still whistled through the tree, but in the room the silence is palpable (p. 34)
Repetition
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This device is mostly used in two of the vignettes to emphasise on the subject in hand, as
shown in the following:
1. ‘It isn’t a story,’ said Colin. ‘There isn’t anything to tell. We just went on.’ (p.51)
2. ‘There isn’t a story,’ said Colin. (p. 53)
3. ‘There isn’t a story,’ said Colin. ‘We just went on.’ (p. 56 )
4. ‘ I’ve told you,’ said Colin. ’There isn’t story. It’s just that, as we went on, I started getting
into trouble at school…’ (p. 57 )
5. ‘Dumpa’s the problem’ (pgs 107,112,119 and 125 )
STEP BY WICKED STEP SETTING/ACTIVITY 1
Old Harwick
Hall
Time : 40 minutes
Aims Materials
1 To enable students to be aware of the setting 1 Chunks of the story

2 Handout 1 – Chunks of the
2 To enable students to read and identify the Story
setting based on textual evidence 3 Worksheet 1
Steps
1 Paste chunks of the story ( Handout 1 taken from pgs. 1-30 ) around the classroom.
2 Tell students to read and identify the place, time, background, physical, mood and
social settings of ‘Richard Clayton Harwick – My Story. Read and weep’.
3 Distribute Worksheet 1
4 Tell students to write short notes on the17various types of setting.
5 Students try to relate the setting with the main story
Notes
The setting refers to the geographical location ( place), the time and the general environment and
circumstances that prevail in a narrative. The setting helps to establish the mood of a story.
There are several aspects of a story’s setting to consider when examining how types of setting
contribute to a story for example:
Place – Where does the story take place?

Time – When is the story taking place?
Physical details – What do you see in the place where does the story take place?
Background ( of characters) – Is the protagonist rich?
Social conditions – What is the daily life of the characters like?
Mood or atmosphere- What feeling is created while reading the story?
STEP BY WICKED STEP SETTING/WORKSHEET 1
Old Harwick
Hall
This is Old Harwick Hall. In each bubble, write out the setting which you can
identify from the story.
Place
Mood Time
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Social Physical
Setting details
Protaganist’s
Background
STEP BY WICKED STEP SETTING/ HANDOUT 1
Chunks of the
Story
Another brilliant flash lit up a jagged, stone tower, strangled by ivy.
‘Is that it?’
‘No, that's the old church.’
They'd all heard about the ruined church. It was forbidden ground, and if you were caught
climbing on its perilously steep slopes, you were sent home, even though this was a school
week. All they could see of it from the minibus as they swept by, was a dark silhouette of
tumbled stone.
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‘Cripes!’ the driver said suddenly, stabbing at the brakes.
Everyone turned from the side windows and stared ahead.

‘There it is!’
‘Strick!’
Through the arcs of the wipers, they could make out a towering mansion with dunce-hatted
turrets, standing black against storm clouds. Moonlight flickered eerily against its dark
windows.
(pgs 1-2)
The heavy drapes, the plain dark coverlet, the framed old maps – surely even his frail and
nodding great-grandmother had spent her childhood in a brighter room than this. All he
could tell from looking round was that, when it was left to spiders all those years ago, the
last child to sleep in that high, ornate bed came from a family with a mint of money.
(p. 9)
It was the Reverend Coldstone. It was not Sunday, but still I wished him back in his dark ivy-
smothered chapel.
‘Sir, I am in a hurry.’
He gripped my arm tighter, and loomed over me. His pale face peered in mine. He was
dressed black as a bat, and ( I’ll say it fearlessly, now he has done his beat to beat the fear
out of me) he was no more welcome than one of those sinister, misbegotten creatures in my
mother’s pretty morning room.
(p. 16)
Then he stepped back. There was a flash of anger in those ice-blue eyes. And, when he
spoke, his voice was even sharper than mine, with, I sensed, far more practice.
‘ Trust me,’ he warned. ‘I shall take time to mend your manners soon.’
(p. 17)
... all of us suffered Mr Coldstone’s anger as money slipped steadily away. ‘What! Yet
another costly search! Let the ungrateful boy be lost for ever!’ ‘Lilith! Waste more of your
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dwindling fortune on this folly and I will make you pay for it twice over!’
And so he did. Last year she died ( of him too close, and you too far). And, from the day
that she was buried, he would not give a penny to look for you…
( p. 28)
Here, out of the driving rain, they exchanged battered rucksacks and brand new holdalls as
the driver took off in a spray of wet gravel, and their teacher stared miserably at the huge oak
and iron door.
‘Ring the bell, Mr Plumley,’ prompted Claudia.
‘What bell?’
Quite right. No bell that anyone could see.
(p. 3)
The door grated open, over a black and white tiled floor that looks like a huge checkboard
glazed with storm water.
(p. 4)
Poor Mr Plumley had marched straight into a giant floor-to-ceiling looking glass that reflected
the wide curve of stairs sweeping out of the shadows behind them.
(p. 4)
When I was young, my father took a fever. Day by day, everything changed. A dreadful
silence fell upon our house. The maids wept in corners, My mother’s dark dresses
billowed as she hurried across landings, impatiently snatching from the servants’ hands
the things she begged my father to lift his head from the pillows and try : poor thing
indeed!
( p. 15)
… - but early one evening I came across George the gardener leaning heavily on his
spade, and took the courage to ask him.
‘Mr Digby. Is my father dying?’
He lifted his head and stared.
‘Oh, Master Richard!’ he said, pushing the spade aside and crushing me into his breast.
And then I knew.
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That night, Lucy the maid came in my mother’s room to hear my prayers and say
‘Goodnight, God bless’
(p. 15)
‘Is that it?’
‘No, that’s the old chapel.’
They’d all hear about the ruined chapel.
( p.2
)
The dust lay thick – on shelf and desk and chair, on lantern and candelabra, on books
and cushions –even on the floor, where the brash patterns pressed by the soles of their
shoes made them feel even more like trespassers. It is quite obvious to every one of
them that no one had stepped in this room as long as anyone alive could possibly
remember.
(p.
9)
Ralph gazed at the cobwebs glinting in the moonlight.
(p.
9)
STEP BY WICKED STEP SETTING/ACTIVITY 2
There’s No Place
Like Home
Time : 40 minutes
Aims Materials
1 To analyse the setting of the story 1 Worksheet 2 – Graphic

2 To examine the similarities and differences Organiser
between the setting of the fiction book they are
reading and the one they live in.
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Steps
1 Distribute copies of the worksheet to the students.

2 Tell students to write the title of the chosen vignette in the novel.
3 Instruct students to write one setting on the top left of the ceiling. Then, tell them to
write the setting in which they live (on the top right of the ceiling). This can be as
general or as specific as you’d like.
4 Tell students to write four ways in which the setting from the book is similar to the
setting in which they live (in the box below the question “How are they alike?”).
5 Tell students to list four ways in which the settings differ (for examples, climate,
landscape, location, flora and fauna, culture, history and economy).
Notes
This graphic organiser can also be used to compare and contrast other literary
elements for examples, character or value. Students can compare one character
with another or themselves.
STEP BY WICKED STEP SETTING/WORKSHEET 2
There’s No Place
Like Home
Write the title of a chosen vignette, the setting in the book and the one in which you live in.
State how are the two settings alike and then list four ways in which the settings differ ( for
example, the climate, landscape, location, flora and fauna, culture, history and economy).
TITLE OF THE VIGNETTE:
_________________________
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( a setting in the book ) (the setting in which you
setting) live)
How are they
alike?
How are they different?
STEP BY WICKED STEP VOCABULARY/ACTIVITY 3
Vocabulary
Robot
Time : 40 minutes
Aims Materials
1 To enable students to learn the meaning of new 1 Vocabulary Robot graphic

vocabulary found in the fiction. organiser
2 Dictionary
3 Thesaurus
24
Steps
1 Give copies of the Vocabulary Robot graphic organiser to students.

2 Tell students to write a word from the novel they are reading. They should write it
inside the robot’s head.
3 Have them write the sentence containing the vocabulary word on the robot’s left
boot.
4 Let students find the definition for the word as it is used in the sentence and write
the definition on the right boot.
5 Invite students to use a thesaurus to find four synonyms and four antonyms for the
word and write them on the robot’s hand.
6 Finally, have students draw a picture of the word on the robot’s body. If the word is
not a concrete noun, they may need to illustrate the concept (especially if the word
is a feeling, an adjective, or an idea).
Notes
Give copies of the Vocabulary Robot graphic organizer after each lesson
so that students can create a vocabulary journal. They can use a pocket
folder to store all the vocabulary words they learn throughout the year.
STEP BY WICKED STEP VOCABULARY/WORKSHEET 3
Vocabulary
Robot
Write a word from the novel inside the robot’s head. Find the definition of the word as it is
used in the sentence and write the definition on the right boot. Use a thesaurus to find four
synonyms and write them on the left hand. Find four antonyms and write them on the right
hand of the robot. Draw a picture of the word on the robot’s body. (If the word is a feeling, an
adjective or idea, you may illustrate it using an emoticon, cutting from the newspaper or
magazine, etc)
25
STEP BY WICKED STEP CHARACTERISATION/ACTIVITY
4
Similar but
Different
Time : 40 minutes
26
Aims Materials
1 To identify the characteristics of each character 1 Names of the characters

2 To compare and contrast between two 2 Worksheet 4
characters.
Steps
1 Divide students into groups of four.

2 Tell each group to choose a representative.
3 Give each group Worksheet 4.
4 Ask them to write the two names on the Worksheet.
Students discuss the character traits of the chosen characters.
5 Group presentation – students state character traits and justify with textual
evidence.
Notes
We can identify character traits by analysing a character’s speech, his

or her actions, the writer’s descriptions and how others react to the
character.
STEP BY WICKED STEP CHARACTERISATION/WORKSHEET 4
Similar but
Different
27
Write two characters in the two boxes given. Discuss the character traits of the chosen
characters. Are there any similarities or differences? Write two similar and different traits in
Richard
the empty spaces provided. Clayton
Provide evidence to justifyHarwick
your answers.
1. Adventurous as he went sailing across the oceans ( p.

25)
2. Protective as he once said, ‘ And I would not harm
Charlotte for the
world, nor let another try it.’
3. Rebellious when Rev . Coldstone insisted Richard to
stay but the
latter answered, ‘ Sir, I am in a hurry’.
4. Remorseful as he wept after reading Charlotte’s
letter. (p. 28)
5. Wild as this was how Mr Coldstone describe Richard (p.
19 )
Name: __________________ Name: __________________
28
STEP BY WICKED STEP CHARACTERISATION/ACTIVITY 5
A Change in
Character
Time : 40 minutes
Aims Materials
1. To examine the ways in which a character 1 Worksheet 5

changes and grows over the course of the story 2 Coloured pens/markers
Steps
1 Give each student a copy of Worksheet 5.

2 Tell students to write the name of a character in the box at the top of the page.
3 Let students describe how the character feels or acts at the beginning of the story.
Tell them to write their description in the box on the left side of the graphic
organiser.
4 Instruct students to write a description of an event that had caused the character to
change in the arrow at the centre of the organiser.
5 Tell students to write about how the character feels or acts after the event.
Notes
Teacher may ask the students to name something that had happened
in their lives and how their feelings or actions changed because of it.
Could it be the birth of a baby sister? Moving to the new house?
Taking a trip? Having to come to terms with parents’ divorce?
29
STEP BY WICKED STEP CHARACTERISATION /WORKSHEET 5
A Change in
Character
Write the name of the character chosen in the box below. Write how the character feels or
acts at the beginning of the story in the left column of the arrow. Then, write a description of
an event that has caused the character to change in the arrow. Finally, write how the
character feel or act at the end of the story on the right column of the arrow.
CHARACTER’S NAME
BEFORE AFTER
How does the How does the

character feel or act character feel or act
at the beginning of at the end of the
the story? story?
CAUSE
What causes the
character to
change?
30
STEP BY WICKED STEP CHARACTERISATION/ACTIVITY
6
Character
Cubes
Time : 40 minutes
Aims Materials
1 To analyse the traits of a character in the novel 1 Character Cube templates

2 To make connections between the character ( Worksheet 6 )
and people or events in their lives 2 Coloured markers and
pencils
3 Scissors
4 Bottles of glue
Steps
1 Distribute copies of the two Character Cube templates (Worksheet 6) to each

student. ( For sturdier cubes, copy the templates onto cardboard.)
2 Ask students to follow the directions to fill out each of the six panels.
3 Tell them to cut out the cube pieces along the solid lines.
4 Instruct them to glue TAB A behind the bottom of Panel 4.
5 Show students how to fold the paper along the dotted lines so that it forms a cube.
6 Have students glue each of the tabs behind the panel it meets
Notes
31
1. This activity may be given as group work.
2. Create a mobile of students’ Character Cubes so that the others can
see all the six
sides of six major characters of ‘step by wicked step’. Hang a string
across the
classroom. Tie a paper clip to the end of a 10 cm thread. Fasten the
Character Cubes
STEP BY WICKED STEP CHARACTERISATION/WORKSHEET

6
Character
Cubes
Complete Panels 1 to 6 in the Character Cube templates. Then, cut out the cube pieces
along the solid lines. After that, glue TAB A behind the bottom of Panel 4. Fold the paper
along the dotted line so that if forms a cube. Glue each of the tabs behind the panel it meets
32
33
34
(Adapted from The Big Book of Reading Response Activities by Michael Gravois )
STEP BY WICKED STEP PLOT/ACTIVITY 7
Trace the
Steps
Time : 40 minutes
Aims Materials
1 To enable students to trace the development of 1 Story in strips

a character 2 Paper
2 To enable students to identify the events in 3 Glue
sequence, how a problem affects the character
and how the conflict is resolved
Steps
1 Tell students to reread a vignette ( choose one of the six stories ).

2 Let students write out four steps ( exposition, conflict, climax, and resolution) taken
by the main character of the chosen vignette as in Worksheet 7.
3 Paste all completed worksheets around the classroom for other students to read.
35
Notes
The plot of a story is how the writer arranges events to develop into a
story – it is the sequence of events in a story. The plot is made up of an
exposition, a conflict, climax and resolution.
STEP BY WICKED STEP PLOT/WORKSHEET 7
Trace the
Steps
The protagonist takes many steps in his/her life. Write the steps that he or she has
taken from the start to the end of the story.
The character that I have chosen is _____________
The First Step ( Exposition )
The Second Step ( Conflict or Problem )
36
The Third Step ( Climax )
The Fourth Step ( Resolution )
STEP BY WICKED STEP VALUES/ACTIVITY 8
Picking up
values
Time : 80 minutes
Dear Diana,
Aims Materials
Hi! Have you read the novel, Step by Wicked Step by Anne Fine? If you have not,
1you To associate
must. It is thethe events
latest with
novel thatvalues
every that a
teenager and adult1 should
The text
read to discover
reader should pick up from a story 2 Worksheet 9
2about
Tothemselves.
locate evidenceThere toare manythe
support values I have
values picked up from this novel. These
in the
story.
values will help us identify our problems and how to make life more comfortable.
Firstly, I learnt that we must _________________________________________
____________________________________________________________________
37
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Steps
____________________________________________________________________
____________________________________________________________________
1 Teacher gives brief explanation on values found in the six stories.
2____________________________________________________________________
Teacher gives an example of a value with example from a vignette.
3____________________________________________________________________
Students discuss in groups for other values found in other stories in this novel.
4 Students write a letter or e-mail to a friend about the values in the book.
5____________________________________________________________________
Teacher evaluates the letters and discusses the contents in the next lesson.
____________________________________________________________________
____________________________________________________________________
That’s all for now! Do share your views on the novel after you have read it. Bye.
Thank you.
Your friend,
Notes
Values are picked up as we read a novel. There are many moral values
attached
Values to the actions of a character or narrated by the writer. Some
moral values are kindness, love and care, sympathy, and tolerance.
STEP BY WICKED STEP VALUES/WORKSHEET 8
Picking up
values
Write a letter to a friend on values you have learnt from ‘Step by Wicked Step’. You man use
the introduction below to start your letter
38
39
STEP BY WICKED STEP THEME/ACTIVITY 9
Main Ideas
Time : 40 minutes
Aims Materials
1 To identify the themes 1 The text

2 To provide textual evidence to support a theme 2 Worksheet 9
3 To give reasons for deciding on a theme
Steps
1 Explain the concept of theme.

2 Give examples of themes.
3 Give students Worksheet 9 with key phrases of themes or main ideas.
4 Tell students to tick the appropriate phrases according to the story
5 Tell students to choose a significant idea or theme and state how it had left a deep
impression on them. Teacher discusses 40the responses.
Notes
The theme is the author’s underlying meaning or main idea that he or

she is trying to convey to the readers. Some of the common themes are
friendship, love, nature, believing in oneself, don’t judge a book by its
cover, etc.
STEP BY WICKED STEP THEME/WORKSHEET 9
Main Ideas
Put a tick ( ) in the blank column if the main idea can be found in all the six stories
or vignettes.
Themes 
1. Peer pressure
2. Love and care
3. Teenage problems
4. Effect of parental divorces
5. Family relationship
6. The virtue of tolerance
7. Coping with a new member of the family
8. The need to express your views
9. Child abuse
41
10. Friendship
Put a tick ( ) against each story which has the given theme. Then choose a
significant idea that has been introduced by the author which has left a deep
impression on you. Give reasons for your choice with supporting information from
the novel.
Stories of:
Theme Richard Claudia Colin Ralph Pixie Robbo
Harwick
Broken Family
Coping with change
Think before making a decision
The need for tolerance
The most significant idea that impresses me in ‘Step by

Wicked Step’ by Anne Fine is
______________________________________________________________________
STEP BY WICKED STEP THEME/ACTIVITY 10
What’s the
Problem?
Time : 40 minutes
Aims Materials
1 To identify the problems or crisis faced by the 1 The text

characters 2 Worksheets 10a and 10b
2 To determine the theme based on the crises 3 Coloured pens
and problems faced by the people in the story
42
Steps
1 Divide students into groups.

2 Brainstorm students on the problems faced by the characters in the novel.
3 Ask students to fill in Worksheet 1oa.
4 Tell students to draw or find a picture which best suits a character in the novel and
draw or paste it on the space given in Worksheet 10b.
5 Tell students to use coloured pens to fill in the speech bubble with a problem that
the character faces.
6 Ask students to share the problems by pasting Worksheet 10b on the wall.
7 Students and teacher discuss to determine a central theme in the story. (Teacher
may encourage students to say out their own problems instead of those of the
characters in the novel in Worksheet 10b).
Notes
The theme of a novel is rarely stated directly. They usually must be

inferred. A theme can be revealed by the way characters change in a
story, conflicts in the story, and statements/speeches made by the
narrator or characters.
STEP BY WICKED STEP THEME/WORKSHEET 10a
What’s the
Problem?
For each story, suggest the main problem faced by the lead character. Discuss in
your group and fill in the worksheet.
43
No. Story Problem
1 Richard Clayton Harwick – My Story.

Read and Weep
2 Claudia’s Story : Green Pyjamas
3 Colin’s Story : The Bluebird of Happiness
4 Ralph’s Story : A Tale of Three

Stepmothers
5 Pixie’s Story : The Pains in My Life
6 Robbo’s Story : Dumpa’s The Problem
STEP BY WICKED STEP THEME/WORKSHEET 10b
What’s the
44
Problem?
Instructions:
1. Choose a character from the novel.
2. Find a picture of a person from a magazine or newspaper that best suits the
description of the chosen character (or you may draw a picture of the character).
3. Paste or draw picture in the box given below.
4. Write out (from the first person’s point of view) the problem faced by him/her in the
speech bubble provided.
5. Display your work on the wall/notice board.
My problem is…
45
Picture of the character
_________________________
(Name of character)
STEP BY WICKED STEP THEME /ACTIVITY 11
Theme it all
Time : 40 minutes
Aims Materials
1 To find out the writer’s message in each story. 1 The text

2 To find clues to justify their findings. 2 Worksheet 11
Steps
46
1 Give a brief explanation on how a theme is explored in a novel.
2 Give some common themes in literature (see Notes).
3 Divide the class into six groups of students.
4 Ask each group of students to brainstorm the theme(s) for each character’s story.
5 Justify each theme with an event or incident in the story.
6 Ask students to share their findings with classmates.
7 Each student chooses a theme and fills in the worksheet given.
Notes
The 12 Most Common Themes in Literature
- The Importance of Family - Man Struggles Against Societal

- Overcoming Adversity Pressure
- Yin and Yang: Just when you - Man Struggles to Understand
think life is Divinity
finally going to be easy, - Crime Does Not Pay
something bad - Friendship is Dependant on
happens to balance it all out. Sacrifice
- Human Beings All Have the - Love is the Worthiest of
Same Pursuits
Needs - Love - Death is Part of the Life Cycle
- Sacrifices Bring Reward
- Man Struggles Against Nature
(adapted from http://www.life123.com/parenting/education/children-reading/ Date

accessed: 25 August 2010 )
STEP BY WICKED STEP THEME/WORKSHEET 11
Theme It All
Discuss with your partner. For each vignette in the novel ‘Step by Wicked Step’
choose a theme.
1. Richard Clayton 3. Colin’s story

2. Claudia’s story
Harwick’s story
The Bluebird of
Green Pyjamas
Read and Weep Happiness
47
1. ______________________________________________________________________
Evidence : _____________________________________________________________
2. ______________________________________________________________________
Evidence : _____________________________________________________________
3. ______________________________________________________________________
Evidence : _____________________________________________________________
4. ______________________________________________________________________
Evidence : _____________________________________________________________
5. ______________________________________________________________________
Evidence : _____________________________________________________________
6. ______________________________________________________________________
Evidence : _____________________________________________________________
48
4. Ralph’s story 5. Pixie’s story 6. Robbo’s story
A Tale of Three The Pains in My Dumpa’s the

Stepmothers Life Problem
STEP BY WICKED STEP VALUES/ACTIVITY 12
Facebook
Time : 40 minutes
Aims Materials
1 To encourage students to talk about the values 1 The text

they can pick up from some events or incidents. 2 Worksheet 12
2 To introduce students to use a social media and
networking website to talk about values in
literature.
Steps
1 Give a brief history and the functions of Facebook ( see Notes).

2 Tell students to elicit value(s) learnt from one vignette of the novel. Teacher
explains values in literature ( see Notes ).
3 Let students work in groups of four.
4 Tell students to write a value they have learnt on the Wall of the Facebook in
Worksheet 12.
5 Let students from other groups give comments on the Facebook Wall but remind
them to write in proper English as this is a language task.
49
Notes
A Brief History and Functions of Facebook
Facebook, a social networking website launched in February 2004 was founded
by Mark Zuckerberg. It has more than 500 million active users in July 2010.
Facebook has a number of features with which users may interact. They include
the Wall, a space on every user's profile page that allows friends to post
messages for the user to see. Users can create profiles with photos, lists of
personal interests, contact information and other personal information.
What is there to value in literature?

A work of literature can be valuable in several ways. Literature has
- moral value if reading it teaches a lesson that will inspire the reader to live a
better life.
- ethical value if reading it helps us asks questions related to the standards of a
"good" life.
- entertainment value if reading it is an enjoyable way to pass the time.
- cultural value if reading it sheds light on the place and time of the author of
STEP BY WICKED STEP VALUES /WORKSHEET 12
Facebook
Write a value you have learnt on the Wall of the Facebook in this worksheet.
Let students from other groups to give comments on the Facebook Wall but write in
complete sentences.
50
STEP BY WICKED STEP ENRICHMENT/ACTIVITY 13
Looking Out
Devices
Time : 40 minutes
51
Aims Materials
1 To allow students to explore ways in which 1 Worksheet 13 – Graphic

literary device or figurative language is used in Organiser
the novel 2 Handout 13
Steps
1 Choose a literary device, for e.g. simile, hyperbole, metaphor or personification.

Discuss its meaning in class, and share examples ( see Handout 13)
2 Give out a copy of ‘Looking Out Devices’ graphic organiser to each student. Tell
students to write a literary device on the top line.
3 Instruct students to look for examples of the device in the novel they are reading.
4 Tell students to write the phrase with the device and its page number in each lens
of the binoculars,
5 Form groups of four and discuss the student’s findings.
Notes
Teacher may look at the literary devices given in the introductory

section of this handbook for reference.
STEP BY WICKED STEP ENRICHMENT/HANDOUT 13
Looking Out
Devices
52
Find two examples of similes.
Write them in the binoculars with the lines and page number taken from the novel.
Simile Simile
…over a black and ….as narrow as the

white tiled floor ones that archers
that looked like a used (p. 8)
huge checkerboard
glazed …(p. 4)
STEP BY WICKED STEP ENRICHMENT/WORKSHEET 13
Looking Out
Devices
53
Find four examples of ________________
Write them in the binoculars with the lines and page number taken from the novel.
STEP BY WICKED STEP BEYOND THE TEXT/ACTIVITY 14
Real life
real people
54
Time : 40 minutes
Aims Materials
1 To write a narrative on a person’s life 1 Envelopes

2 To retell a story of a real-life event in written 2 Writing Paper
form
3 To develop story-telling ability
Steps
1 Ask students to think of a real life person who had gone through a life-changing
event of any of the six characters in ‘step by wicked step’.
2 Tell students to focus on the four major milestones in a plot – exposition, conflict,
climax and resolution.
3 Instruct students to write out a narrative based on the four major milestones in the
plot.
4 Give each student an envelope to put in his/her story.
5 Tell them to give a title to the narrative (like those vignettes in ‘Step by Wicked
Step’ ) on the envelope.
6 Remind students that they may use pseudonyms or nicknames for the characters in
the story.
Notes
Teacher may correct the narrative like any other written work or read
them aloud in the class.
If a student does not have real life experience or knowledge of divorced

parents, let him or her create a fictitious story pertaining to this issue.
STEP BY WICKED STEP BEYOND THE TEXT/WORKSHEET 14
Real life
real people 55
1. Draft the outline of your story based on milestones in the plot given below.
2. Focus on moments where a character goes through a life-changing event, has an epiphany
(a moment of sudden and great revelation or realisation), or overcomes an obstacle.
3. Give a title to your story.
TITLE OF STORY : ________________________
Climax
(e.g. the character has an
epiphany)
Resolution
Exposition (e.g. the character
overcomes an
obstacle)
Conflict
(e.g. life-changing event)
56
The Ripple
Effect
Time : 40 minutes
Aims Materials
1 To enable students to analyze the ways in which 1 The text

an action can have multiple repercussion. 2 The Ripple Effect graphic
2 To identify the main conflict and minor conflicts organiser
3 To analyse cause-and-effect relationships
Steps
1 Discuss with the students what will happen when they throw a stone into water. The
ripple will spread in all directions and can have an effect on several different things.
2 Relate this concept to an occurrence in the novel.
3 Give copies of The Ripple Effect graphic organiser to students and ask them to
write a sentence describing an action from the novel they are reading.
4 Tell students to continue reading, have them write down the many different effects
that result from this single action.
Notes
An example of the Ripple Effect in Colin’s Story: The Bluebird of Happiness
Cause
• Colin’s mother leaves Colin’s stepdad, Jack lamenting that the latter does not have
a proper job.
Effects
• Colin becomes upset as Mum is always too busy doing things (p. 52) but with his
stepdad, he ‘can talk to him’ (p. 53).
• Colin misses stepdad badly that he smells Jack’s tobacco tin. He can stay ‘awake
for hours and hours, talking to him, although he wasn’t there’ (p. 56).
57
The Ripple
Effect
Write the cause on the boat and its effects on each ripple.
Write the cause on the boat and

its effects on each ripple.
58
Writer’s
Magical Tools
Time : 40 minutes
Aims Materials
1 To identify the literary devices in the story 1 Lines taken from novel
2 Worksheet 16
3 The text
Steps
1 Give each group is given Worksheet 16 from the story.

2 The students read and identify the literary devices ( for examples, simile, metaphor,
personifications etc.).
3 Students fill in Worksheet 16.
Notes
Simile - figure of speech involving a comparison between

unlike things using
like, as, or as though.
e.g. She floated in like a cloud.
Personification - is giving human qualities to animals or objects.
e.g. The daffodils nodded their yellow heads.
Metaphor - A comparison in which one thing is said to be another.
e.g. The cat's eyes were jewels, gleaming in the darkness.
Hyperbole - a figure of speech involving exaggeration
e.g. How many nights my pillow would become a flood.
59
Writer’s
Magical Tools
Write out the literary device based on the example given. State a reason for your choice of
literary device.
Example from text Literary Device Reason
…from stepping silently past Simile the usage of the word

doorways, and moving like a shadow ‘like’
through the house,…
.No tears! I would have found

obedience….How many nights my
pillow would become a flood
…I stood like a trespasser in the

shadow of the lime walk, and watched
the house
…he shook his grizzled head as to tell

himself he was a foolish old man
dreaming of better times,…
Dumpa’s the problem

(pgs 107,112,119 and 125 )
Outside, the wind still whistled through

the trees,…
60
STEP BY WICKED STEP ASSESSMENT/ACTIVITY 17
Have I
understood
Time : 40 minutes after each story
Aims Materials
1 To assess students’ ability to understand the 1 The text

story. 2 Worksheets 17a - 17f
2 To assess students’ ability to extract information
and produce a written response.
3 To assess students’ ability to make inferences
and draw conclusions.
Steps
1 Let students re-read each story or vignette of this novel.

2 Tell students to produce a response to all comprehension questions on each story /
vignette.
3 Let teacher evaluate the task.
Notes
This task can be given after each story is read and discussed.
61
STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17a
Have I
understood
RICHARD CLAYTON HARWICK – MY STORY “Read and Weep”
Answer the following questions based on Richard Clayton Harwick – My Story: Read
and Weep. Write your answer in the space provided.
1. Where was the minibus taking the five pupils to?
___________________________________________________________________
___________________________________________________________________
2. “Don’t even want you coming up their garden path to give them a free paper!”
What does this line suggest?
___________________________________________________________________
___________________________________________________________________
3. How does the author describe the pupils on pages 1 and 2?
___________________________________________________________________
___________________________________________________________________
4. ‘They’d all heard about the ruined chapel. It was forbidden ground......’ (p. 2).
62
Why do you think the school authority forbid children from going there? What is the
punishment if they are seen there?
___________________________________________________________________
___________________________________________________________________
5. What is the literary device used in the following expressions: “ fronds of strange
plants....fingered them as they passed”, “ornaments chattered...”
___________________________________________________________________
___________________________________________________________________
6. “Pixie preferred safety in numbers.”

What is the author trying to convey in the above line?
___________________________________________________________________
___________________________________________________________________
7. Who discovered the door in the wall? Where did the door lead to?
___________________________________________________________________
___________________________________________________________________
8. “....the tangled veil of stretched and broken cobwebs ...”

What does this tell us about the room?
___________________________________________________________________
___________________________________________________________________
9. What evidence was there in the room to suggest that the last child to sleep in that
tiny room was from a very rich family?
___________________________________________________________________
___________________________________________________________________
10. Why did the children rush to pretend to sleep when they hear the bus in the
courtyard?
___________________________________________________________________
___________________________________________________________________
11. What were Pixie’s reasons for them to be together in one room?
63
___________________________________________________________________
___________________________________________________________________
12. What was Ralph’s reaction to the finding of the album?
___________________________________________________________________
___________________________________________________________________
13. What was Miss O’Dell’s reason for the five children to be together in the minibus?
___________________________________________________________________
___________________________________________________________________
14. Why do you think Richard adds the line “Read and Weep” to the title of his album?
___________________________________________________________________
___________________________________________________________________
15. How does Reverend Coldstone treat Richard?
___________________________________________________________________
___________________________________________________________________
16. What is Richard’s reaction to his mother’s request “No tears, my dearest.” just as he
is about to visit his father?
___________________________________________________________________
___________________________________________________________________
17. What was Richard distressed about after visiting his ailing father?
.
___________________________________________________________________
___________________________________________________________________
18. Why does Richard stamp on his father’s grave?
___________________________________________________________________
64
___________________________________________________________________
19. What does Richard overhear his mother and Coldstone talk about?
___________________________________________________________________
___________________________________________________________________
20. Richard was sent to Mordanger after his mother marries Mr. Coldstone. What is
Richard’s attitude about school then?
___________________________________________________________________
___________________________________________________________________
21. What message does Charlotte convey to her brother about their mother?
___________________________________________________________________
___________________________________________________________________
22. What does Richard accuse Charlotte? What is Charlotte’s reasoning for this
accusation?
___________________________________________________________________
___________________________________________________________________
23. Why does Richard feel that it would be best for him to leave the family?
___________________________________________________________________
___________________________________________________________________
24. What is the common feature that all five young children have?
___________________________________________________________________
___________________________________________________________________
25. A lot of difficulties were faced by Richard’s family after his disappearance. What
does that teach us about making decision?
65
___________________________________________________________________
___________________________________________________________________
STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17b
Have I
understood
CLAUDIA’S STORY – GREEN PYJAMAS
Answer the following questions based on Claudia’s Story – Green Pyjamas. Write
your answer in the space provided.
1. What did Claudia’s mother moan about her dad?
___________________________________________________________________
___________________________________________________________________
2. Why were Mum and Granny in a rage late one night after a flood of phone calls?
___________________________________________________________________
___________________________________________________________________
3. Why didn’t Dad dare to come near the house after the phone calls?
___________________________________________________________________
___________________________________________________________________
4 How does Stella look like, according to Claudia?
66
___________________________________________________________________
___________________________________________________________________
5. What would Stella do when Claudia goes out for tea with Dad?
___________________________________________________________________
___________________________________________________________________
6. Read the extract below and answer the following question.
‘What about Flora’?

‘ She’s very well, thank you.’
Stella would try again.
‘ I don’t know Flora, do I?
And I’d just stare down at my plate with a look on my face that said,
plain as day: ‘Why should you? You’re nothing to do with me. You’re not
my mother. Why should you know anything at all about my friends. If I
wanted butter, I’d ask Dad to pass it, even if Stella was closer.
(p. 40)
Based on the extract above, what do you think of Claudia’s behaviour? Do you think
she should behave in such a manner? Give a reason to support your answer.
___________________________________________________________________
___________________________________________________________________
7. What couldn’t Claudia bear when she was having a perfectly normal time with Dad
and Stella?
___________________________________________________________________
___________________________________________________________________
8. What did Stella buy for Claudia as a late Christmas present?
___________________________________________________________________
___________________________________________________________________
67
9. Why was Claudia guilty of saying ‘Yes I enjoyed it’ when she gets home to her Mum’s
place from the weekend with Dad?
___________________________________________________________________
___________________________________________________________________
10. Why did Claudia hate Stella?
___________________________________________________________________
___________________________________________________________________
11. Why did Stella say, ‘Tucked up in bed in your nightie?’ (p. 61)
___________________________________________________________________
___________________________________________________________________
12. ‘Wish me luck,’ she said. And I realized for the first time that she was nervous. What
was Stella nervous about and why?
___________________________________________________________________
___________________________________________________________________
13. What did Stella do when she set the tray across Claudia’s knees?
___________________________________________________________________
___________________________________________________________________
14. What did Claudia do behind the giant ferns?
___________________________________________________________________
___________________________________________________________________
15. What did Claudia find out about the things that Dad’s friends talk about?
___________________________________________________________________
___________________________________________________________________
16. How did Dad’s friend treat Stella?
68
___________________________________________________________________
___________________________________________________________________
17. What did Claudia feel about the way dad’s friends treat Stella?
___________________________________________________________________
___________________________________________________________________
18. The way dad’s friends treated Stella made Claudia make a huge decision. What was
that decision?
___________________________________________________________________
___________________________________________________________________
19. What did Dad’s friends do after Claudia addressed Stella by her name for the very
first time?
___________________________________________________________________
___________________________________________________________________
20. From the story, what did Claudia find out about Stella?
___________________________________________________________________
___________________________________________________________________
21. What did you learn from Claudia’s story? Justify your answer with textual evidence
from the text.
___________________________________________________________________
___________________________________________________________________
69
STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17c
Have I
understood
Colin’s Story : The Bluebird of Happiness
Answer the following questions based on Claudia’s Story – Green Pyjamas. Write
1. How old was Colin when his mum leaves his real father?
___________________________________________________________________
___________________________________________________________________
2. What is the reason Mum gave about her separation from Colin’s real father?
___________________________________________________________________
___________________________________________________________________
3. Read the extract below and answer the questions that follow:
‘Then she took up with my dad. I call him that because he came when I
was eight months old, and I don’t remember anytime before that. He
looks a bit like me, anyway. His hair is dark, like mine, though he has
silver patches over his ears. He knows the words of practically every
song you’ve ever heard, and he rolls his own cigarettes out of tobacco
in a tin. And he can’t sit on a park bench without every dog in the world
70
coming up to say hello to him. Sometimes they even try to follow him
home.’
(a) How does Colin describe the similarity between him and his new father?
_____________________________________________________________
_____________________________________________________________
(b) From the extract, what are some peculiar habits of his new dad?
_____________________________________________________________
_____________________________________________________________
(c) In your opinion, what makes the dogs try to follow him home?
_____________________________________________________________
_____________________________________________________________
4. What are the various names Colin’s stepfather (whom he now called Dad) has for
him?
___________________________________________________________________
___________________________________________________________________
5. Where does Colin’s mother work after they had moved out from the flat?
___________________________________________________________________
___________________________________________________________________
6. In your opinion, why does Colin keep calling his stepfather as Dad instead of
stepdad?
___________________________________________________________________
___________________________________________________________________
‘I didn’t finish with him. I pretended. Each night I took the tobacco tin
out of the toe of my boot, where I kept it hidden, and put it under my
pillow. Then, very softly, so Mum wouldn’t hear, I’d hum our favourite
song. And, when I was ready, I unscrewed the lid. There were only a
few old shreds of tobacco in there, but still – ‘
Again he stopped, and glanced around at them. They were all
71
staring back. Claudia was even biting her lip. But no one was laughing
at him.
So bravely, he went on.
‘But still, it smelled the same. It was like burying your head in his
woolly. Or squashing up in the chair, to watch telly. And I’d pretend
that he was there with me. And I could talk to him, just like before.’
(a) Why does Colin hide the tobacco tin inside his boot?
_____________________________________________________________
_____________________________________________________________
(b) How does the smell of tobacco remind him about his Dad?
_____________________________________________________________
_____________________________________________________________
(c) Why do you think nobody is laughing at Colin’s story?
_____________________________________________________________
_____________________________________________________________
(d) Do you think Colin can accept the fact that his father is no longer staying with
him? Why?
_____________________________________________________________
_____________________________________________________________
8. What does Colin do to show that his Dad matters a lot to him and will still be his
Dad? ( refer to p. 61)
___________________________________________________________________
___________________________________________________________________
9. In your opinion, why does Ralph stop addressing Colin’s father as a stepdad at the
end of the story?
___________________________________________________________________
___________________________________________________________________
10. When did Colin last see his Dad? In your opinion, can Colin find his father someday?
Give a reason to support your answer.
___________________________________________________________________
___________________________________________________________________
72
11. Do you like Colin? Give two reasons to support your answer.
___________________________________________________________________
___________________________________________________________________
12. Google the song, ‘ The Bluebird of Happiness’ Write out the lyrics and state how the
song can be related to this story.
___________________________________________________________________
___________________________________________________________________
13. Find out the mythology of the bluebird of happiness in the Internet. Share your
findings with your classmates.
___________________________________________________________________
___________________________________________________________________
STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17d
Have I
understood
Ralph’s Story - A Tale of Three Stepmothers
Answer the following questions based on Ralph’s Story - A Tale of Three

Stepmothers. Write your answer in the space provided.
1. When does Ralph’s mother get her hair trimmed?
___________________________________________________________________
___________________________________________________________________
2. Why was Pixie confused after Ralph’s explanation?
___________________________________________________________________
___________________________________________________________________
3. How did the lunch boxes help Ralph to remember where to go?
___________________________________________________________________
73
___________________________________________________________________
4. Who came up with the lunchbox idea?
___________________________________________________________________
___________________________________________________________________
5. Why were Ralph’s brothers fed up with Annabel?
___________________________________________________________________
___________________________________________________________________
6. Why did Ralph’s father stop listening to jazz?
___________________________________________________________________
___________________________________________________________________
7. Why did Brandy go with Ralph to his dad’s house?
___________________________________________________________________
___________________________________________________________________
8. Explain the incident that had caused Annabel to be so angry that she decided to
leave dad.
___________________________________________________________________
___________________________________________________________________
9. Why did George think their dad had found Janet ( Ralph’s Stepmother Number Two)
in a “Gaol”?
___________________________________________________________________
___________________________________________________________________
10. Why do Ralph’s parents fond of Janet?
___________________________________________________________________
___________________________________________________________________
11. Why did Janet leave Ralph’s parents?
___________________________________________________________________
___________________________________________________________________
74
12. Why did Ralph’s mom stick to Janet’s schedule even though Janet was not a part of
their lives anymore?
___________________________________________________________________
___________________________________________________________________
13. How would you describe Flora?
___________________________________________________________________
___________________________________________________________________
14. Why was Flora more acceptable to Ralph and his brothers as compared to the other
two stepmothers?
___________________________________________________________________
___________________________________________________________________
STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17e
Have I
understood
PIXIE’S STORY – THE PAINS IN MY LIFE
Answer the following questions based on Pixie’s Story: The Pains in My Life. Write
1. Why did Pixie call the Payne family ‘The Pain’?
___________________________________________________________________
___________________________________________________________________
2. What was the agreement made by Dad and Lucy to Pixie when they buy the house?
___________________________________________________________________
___________________________________________________________________
3. What made Hetty move from her sister’s bedroom?
75
___________________________________________________________________
___________________________________________________________________
4. In what way did Hetty drive Pixie mad?
___________________________________________________________________
___________________________________________________________________
5. What was the first try made by Pixie to get Hetty out from her room?
___________________________________________________________________
___________________________________________________________________
6. What present did Pixie give to Lucy during Christmas?
___________________________________________________________________
___________________________________________________________________
7. How would Pixie’s Mum react if she realises something is missing at her home?
___________________________________________________________________
___________________________________________________________________
‘And as for you! I thought you were supposed to be an intelligent girl!

But you still manage to walk round this house as if you sincerely and
honestly believed that without me and Sophie and Hetty, everything in
your life would be hunky-dory!’
She threw up her hands.
‘Go on, then. Carry on. I’m used to it. Go on, all three of you, treating
me as if I’m the only problem in your lives. Keep on telling yourselves
that, if it weren’t for the Wicked Stepmother, everything would be fine.
Carry on living in your dream world!’
(pg. 97-98)
(a) What does Lucy mean when she said, ‘everything in your life would be
hunky-dory’?
_____________________________________________________________
_____________________________________________________________
76
(b) Who are the `all three of you’ that Lucy is referring to?
_____________________________________________________________
_____________________________________________________________
(c) What can you infer from Lucy’s fury in the above extract?
_____________________________________________________________
_____________________________________________________________
But instead he just got on with his own selfish, quiet life, pretending he didn’t
notice things, or leaving them for Lucy, and never trying to sort out any of the
horrible, horrible mess he’d made by changing all our lives for ever.
But Lucy just said to him coldly:
‘Please go away.’
Maybe she thought that he was interrupting. But I don’t think so. I see she was
just fed up with him forever staying out of things, and not facing up to what was
bothering everyone, and only creeping in when he thought the trouble was over,
and it was safe.
(p. 99)
(a) What made Pixie and Lucy ask Dad to go away?
_____________________________________________________________
_____________________________________________________________
(b) Why was Pixie fed up with Dad?
_____________________________________________________________
_____________________________________________________________
77
‘Lucy, what I said about not wanting to come except for not hurting Dad’s
feelings, that’s not exactly true. Sometimes, when mum’s going on at me, I wish I
could come and live here all the time. So I can’t hate it that much.’ I blew my
nose again. ‘It’s just that, whenever Hetty teases me about my name, or
something, I want to go straight home again and never come back.’
‘Teases you? About your name?’
‘Calls me “Priscilla”.’
Lucy looked baffled.
‘How is that teasing?’
My tears welled up again
‘Priscilla!’ I wailed.
( p. 100)
(a) What is Pixie’s feeling in the above extract?
_____________________________________________________________
_____________________________________________________________
(b) Why did Pixie wish that she could come and live in her father’s house all the
time?
_____________________________________________________________
_____________________________________________________________
(c) What, on the other hand, makes Pixie want to go straight home and never
come back?
_____________________________________________________________
_____________________________________________________________
(d) From the extract, what does the word it mean?
_____________________________________________________________
_____________________________________________________________
(e) In your opinion, why does Pixie hate anyone who calls her ‘Priscilla’?
_____________________________________________________________
_____________________________________________________________
11. Read the extract below and answer the question that follows:
78
‘So now we’re back exactly how we were before. Except that
everything’s different. I’m not pretending any more. Everyone knows
how I feel and I know how they feel. We’re not playing Happy Families’
said Pixie.
Based on the above extract, how did Pixie and her stepmother resolve their
differences?
___________________________________________________________________
___________________________________________________________________
12. Who do you think is to be blamed for the unhappiness in Pixie’s family? Give a
reason to justify your answer.
___________________________________________________________________
___________________________________________________________________
13. If you are unhappy about something, is it good to let people know how you feel? Give
a reason to justify your answer.
___________________________________________________________________
___________________________________________________________________
STEP BY WICKED STEP ASSESSMENT/WORKSHEET 17f
Have I
understood
ROBBO’S STORY - DUMPA’S THE PROBLEM
Answer the following questions based on Robbo’s Story - Dumpa’s The Problem.
Write your answer in the space provided.
1. How old was Robbo when his dad and mum decide to split?
___________________________________________________________________
___________________________________________________________________
Dad came back a lot, and Mum would send Callie and me out in the
79
garden, while they stayed in the kitchen, arguing and arguing. Callie
kept going back inside to try to make them stop. But I just stayed out
there, kicking the ball to myself, over and over. And after a bit, Dad
stopped coming round, and we had to start visiting him at his new place
instead. I didn’t mind, but Callie hated it. She said that it was cold and
nasty and horrible, and the sheets felt funny. She tells me things I never
realised, but, once she‘s come out with them, I know they’re true, and I
can’t understand why I didn’t work them out for myself in the first
place.
(p. 105 )
(a) Who came frequently to visit Robbo, Callie and Mum?
_____________________________________________________________
_____________________________________________________________
(b) Why were Callie and Robbo sent out to the garden when Dad came?
_____________________________________________________________
_____________________________________________________________
(c) What did Robbo and Callie do when they were sent outside?
_____________________________________________________________
_____________________________________________________________
(d) Why do you think Callie hated visiting Dad at his new place?
_____________________________________________________________
_____________________________________________________________
(e) In your opinion, why did Dad stop visiting them?
_____________________________________________________________
_____________________________________________________________
3. Who gave the nickname ‘The Beard’ to Roy?
___________________________________________________________________
___________________________________________________________________
4. What was Callie’s first negative remark about Roy?
___________________________________________________________________
80
___________________________________________________________________
5. Since Dumpa was born, Callie hated Roy even more. Why did Callie behave in such
way?
___________________________________________________________________
___________________________________________________________________
6. Read the extract below and answer the question that follows:
Dumpa’s the problem, you see, he’s only three. And he’s the sweetest
child in the whole world. Even Callie admits it. I never thought anything
about babies till Dumpa was born. I thought that they were just boring.
But when Roy took us to visit Mum in the hospital, he scooped this tiny
knitted bundle out of its little swinging plastic tub, and put it in my
arms. And suddenly it sneezed-the neatest little sneeze you ever heard
– and its eyes pooped open in surprise, and it stared up at Roy peering
over my shoulder.
(p. 106)
What was Robbo’s opinion about babies before Dumpa was born?
___________________________________________________________________
___________________________________________________________________
7. What makes Mum say that Dumpa is ‘definitely his dada’s son’?
___________________________________________________________________
___________________________________________________________________
8. Why did Robbo feel like cheering the moment he knew Roy has returned home?
___________________________________________________________________
___________________________________________________________________
9. How did Callie know that Roy is lying about his sick mother?
___________________________________________________________________
___________________________________________________________________
10. Who was responsible behind the idea of reuniting Mum and Dad?
___________________________________________________________________
___________________________________________________________________
81
‘ Ask your dad if he’d like to have you for a couple of extra days over
half-term.’
‘Tell your mum if she needs some new tyres on that car of hers, I know
a man who gets them very cheaply.’
‘ Don’t forget to take the spare fruit cake round to Daddy’s house.’
‘Why don’t you give Mummy these plant cuttings Anne Sue left me? I
know I’ll never manage to make them grow.’
Callie was getting pretty confident now.
But I wasn’t nearly so sure. I reckoned there was still a big difference
between the two of them trying to get along like reasonable people,
sending each other unwanted fruit cake and plant cuttings and things,
and their wanting to get back together in the same house.
(p. 111 )
(a) What was Callie confident about?
_____________________________________________________________
_____________________________________________________________
(b) What was Robbo’s view about the incident above?
_____________________________________________________________
_____________________________________________________________
12. What had happened between Callie and Roy on Dumpa’s fourth birthday?
___________________________________________________________________
___________________________________________________________________
13. What were Callie and Roy arguing about?
___________________________________________________________________
___________________________________________________________________
14. Why did Mum refuse to let Callie do as instructed by Roy?
___________________________________________________________________
___________________________________________________________________
15. Read the extract below and answer the questions that follow
82
‘Because she’s not my daughter? Is that it?’ He dropped Callie’s wrist as if it had
scorched him. ‘Well, let me tell you something, Hope. If I’m good enough to get up
half an hour earlier than I need every morning to drive her to school, and good
enough to work overtime to pay for repairs to the roof over her head, and good
enough to trail round the supermarket for her favourite foods, then I’m good
enough to stop her carelessly scratching my car!’
(pgs. 113-114)
(a) What is Roy’s tone in the above incident?
_____________________________________________________________
_____________________________________________________________
(b) Do you think Roy is doing the right thing in the above incident? Give a reason
to support your answer.
_____________________________________________________________
_____________________________________________________________
16. Read the extract below and answer the questions that follow
But I was wrong. Callie’s next words came out so muffled that neither of us could
hear them properly. But they came out. Mum stopped the patting and looked at
me. ‘What did she say?’ Sometimes you have to take a risk to finish the game. I
took a deep breath. ‘I think she probably said she wants to go and live with Dad.’
Mum looked as if I’d slapped her. ‘But Callie doesn’t even like your father’s place!
She says it’s cold and gloomy, and not like a real home at all.’ Callie just buried
her head deeper in Mum’s lap. So, once again, it was up to me.
(pgs. 123-124)
(a) Why couldn’t Callie’s words be heard properly?
_____________________________________________________________
_____________________________________________________________
(b) What does Robbo mean when he said,’ Sometimes you have to take a risk to
finish the game.’?
_____________________________________________________________
_____________________________________________________________
(c) Why did Mum feel like Robbo had ‘slapped her’?
83
_____________________________________________________________
_____________________________________________________________
(d) Do you think Callie has made a good decision? Give a reason to support your
answer.
_____________________________________________________________
_____________________________________________________________
17. The phrase ‘Dumpa’s the problem’ has been repeated many times in this story (see
pages 107,112,119 abd 125). Do you think Dumpa’s the problem in this family? Give
reason(s) to support your answer.
___________________________________________________________________
___________________________________________________________________
18. Who is your favourite character in this story? Why do you like him/her? Support your
answer with reasons.
___________________________________________________________________
___________________________________________________________________
STEP BY WICKED STEP ASSESSMENT/ ACTIVITY 18
Have I
understood 84
Based on the novel of your choice, discuss the problems faced by a character.
How does he/she overcome the problems?
Format of an acceptable response.
1. State the novel of your choice.

2. State the task you are working on.
3. Elaborate on the issue.
4. Support with evidence from the text
5. Give a simple conclusion.
Skeletal sample:
• The novel I have chosen is ‘Step by wicked step’ by Anne Fine.

• It is about problems teenagers face when changes take place in their family
relationship.
• One character in the novel is Colin. He is unable to forget his ‘Dad’ or stepdad.
• Describe the problem.
• How did he overcome the problem?
• Colin’s another problem is his mother.
• Describe the problem.
• How does he overcome this problem?
• Write a conclusion.
Note: The response must be in prose and not in point form.
STEP BY WICKED STEP ASSESSMENT/ACTIVITY 19
Have I 85
Describe a memorable event in the novel you have chosen. What lessons has it taught
you?
Format of an acceptable response.
1. State the novel of your choice.

2. Respond to the task – describe an event.
3. State the lessons you have learnt ( at least two)..
4. Give a simple conclusion
Skeletal sample:
• The novel I have chosen is ‘Step by wicked step’ by Anne Fine. It is about problems
teenagers face when changes take place in their family.
• One event in the novel is ...
• Describe the event.
• State the lessons you have learnt
• Write a conclusion.
Note: The response must be in prose and not in point form.
STEP BY WICKED STEP ASSESSMENT/ ACTIVITY 20
86
Have I
understood
The following are the novels studied in the literature component in English Language:
Step by wicked step – Anne Fine

Catch Us If You Can – Catherine MacPhail
The Curse – Lee Su Ann
Choose any one of the novels above and answer the question.
Use information from the novel to support your answer.
Compare two characters in the novel you have studied. How are they similar and different?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
87
Answer Key
ACTIVITY 1 : OLD HARWICK HALL
Place setting- in an old mansion

Evidence
a jagged, stone tower, strangled by ivy.
a towering mansion with dunce-hatted turrets
Time setting - Long time ago

Evidence
The dust lay thick – on shelf and desk and chair, on lantern and candelabra, on books and
cushions –even on the floor, where the brash patterns pressed by the soles of their shoes
made them feel even more like trespassers. It is quite obvious to every one of them that no
one had stepped in this room as long as anyone alive could possibly
Physical details – Old Harwick Hall

Evidence
no bell at the door
black and white tiled floor.
has floor-to-ceiling looking glass.
Protagonist’s background setting - Richard Clayton Harwick came from a rich family.
Evidence
He had a gardener, George and a maid, Lucy.
All he ( Ralph) could tell from looking round was that, when it was left to spiders all those
years ago, the last child to sleep in that high, ornate bed came from a family with a mint of
money.
Social setting – Male dominated setting

Evidence
Mr. Coldstone is controlling everything inside the house. According to Richard, “all of us
suffered Mr Coldstone’s anger “ and “ There was a flash of anger in those ice-blue eyes.
And, when he spoke, his voice was even sharper than mine, with, I sensed, far more
practice.
“ Trust me,’ he warned. ‘I shall take time to mend your manners soon.’
Mood setting – Solemn, Sad

Evidence
A dreadful silence fell upon our house. The maids wept in corners, my mother’s dark
dresses
billowed as she hurried across landings, impatiently snatching from the servants’ hands the
things she begged my father to lift his head from the pillows and try : poor thing indeed! A
sip if water, a slice of peach, a tiniest fragment of dry toast.
88
ACTIVITY 2 : THERE’S NO PLACE LIKE HOME
Compare your house with that of Richard.
Richard’s Mansion My House

It was built like a castle “turrets, mansion” Condominium unit
Spacious, many rooms Three rooms, living rooms on the same floor
Without much love Cosy, worn with love
Filled with history of ancestors of the same History of only one generation in picture
lineage. frames on the console tables
Overly lavish, proof of overabundant wealth Moderate, rich only with love and history of
childhood of the past
ACTIVITY 3 : VOCABULARY ROBOT
quarrel talk
dispute consensu
s
outburst
acceptan
ce
consensu
s
disagreement agreement
acceptan
ce
I think they had another

little spat last night . argument
( p. 112)
ACTIVITY 4 : SIMILAR BUT DIFFERENT
89
COLIN PIXIE
HAS AN IMMATURE AND

HAS AN IMMATURE MOTHER
INDIFFERENT FATHER
His mother gets in and out of a
relationship frequently Her father is selfish for he always
pretends that he did not notice
things
DREAMY FIERY
He drifts through the hours of each school -her stepsisters drive her up the wall
day as if his thoughts were hundreds of - She almost doesn’t want to bother
miles away. to see her father anymore
-she can’t stand it when people
sneer at her.
SELFISH
SeLFLESs
-I’d have a bedroom to myself
He asks for cash instead of
Christmas presents so that he will - Do you think it would kill him( Dad) to try
be able to save enough money to and stick up for me once in a while….?
look for his stepdad.
COULD NOT GET ALONG WELL

COULD GET ALONG WELL WITH WITH STEPMUM, LUCY
STEPDAD, JACK - ‘And I didn’t choose you, either,’
The thing about Dad is you can talk to him. Lucy pointed out. ‘But I still try to get
along with you.’
ACTIVITY 5 : A CHANGE IN CHARACTER
90
Claudia
CHARACTER’S NAME
BEFORE AFTER
How does the How does the

character feel or act character feel or act
at the beginning of at the end of the
the story? story?
After Claudia’s parents’ divorce, CAUSE After seeing her father’s

Dad finds a girlfriend, Stella. friends’ treatment of
What causes the
Claudia feels disloyal to her Stella, Claudia realises her
character to
mum whenever she has a good change? own rudeness and she comes
time with her father and his new out of her closet by wearing
girlfriend. Claudia becomes Claudia sees her dad’s the green pyjamas given by
hostile towards Stella, friends ignoring Stella and Stella.
disregarding all the latter’s she realises that it is
effort to warm up to her. ‘rude’ of them to behave

in such a manner.
91
ACTIVITY 6 : CHARACTER CUBE
NAME OF CHARACTER : COLIN
PANEL SUGGESTED ANSWER

PANEL 1 COLIN’S STORY – THE BLUEBIRD OF HAPPINESS
PANEL 2 COLIN -Loving, Hopeful, Understanding, Patient, Mature,
Tolerant
PANEL 3 1. Mum leaves Dad a few weeks after Colin was born.
2. Mum takes up with new dad, Jack
3. Mum and Colin leave Jack in a flit ( hurry)
4. Colin misses Jack and wows to reunite with him one
day
PANEL 4 Colin does not give up hope of being reunited with his
stepdad, Jack.
PANEL 5 “It isn’t a story,” said Colin. “There isn’t anything to tell. We
just went on.”
The Question I’d like to ask Colin –Would you leave your
own Mum so that you can live with stepdad, Jack?
PANEL 6 ( Any possible and reasonable answers for the three

questions )
ACTIVITY 7 : TRACE THE STEPS
NAME OF CHARACTER : ROBBO
The First Step - Exposition
Robbo’s parents divorce and mum marries the Beard, Roy. Robbo’s sister, Callie
does not get along well with stepdad, Roy. The situation worsens when his
stepbrother, Dumpa is born.
The Second Step – Conflict or Problem
Mum and Roy have constant arguments. This is because Mum has to be the umpire
between Callie and Roy. As a result of that, their relationships are on the rock.
The Third Step - Climax
Roy and Callie have a big row. He also finds out that Rob is also having a hard time
trying to fit in, just like Callie trying to come to terms with steps. Robbo realises that
Dumpa’s the problem why Roy did not leave them.
The Fourth Step - Resolution
Robbo’s sister decides to move to his Dad’s house to give Mum and stepdad, Roy a
breather.
92
Or
NAME OF CHARACTER : RICHARD HARWICK
The First Step - Exposition
Richard’s father dies.
The Second Step - Conflict

He notices that his mother is having an affair with the Reverend Coldstone. The
Reverend is in fact living in their house and taking responsibility as a stepfather.
The Third Step – Climax
His house was like a tomb. Richard leaves the house. He feels that his presence is
not wanted by his mother.
The Fourth Step - Resolution
He returns to his home upon seeing the advertisement asking him to come back.
He finds a letter From Charlotte. He feels remorse and is contemplating whether to
stay or leave.
ACTIVITY 8 : PICKING UP VALUES
Accept any reasonable answer in the format of a letter
ACTIVITY 9 : MAIN IDEAS
Put a tick ( ) in the blank column if the main idea can be found in ALL the six
stories/vignettes.
Themes
1. Peer pressure
2. Love and care 
3. Teenage problems
4. Effect of parental divorces 
5. Family relationship 
6. The virtue of tolerance 
7. Coping with a new member of the family 
8. The need to express your views 
9. Child abuse
10. Friendship
93
Put a tick ( ) against each story which has the given theme. Then choose a
significant idea that has been introduced by the author which has left a deep
impression on you. Give reasons for your choice with supporting information
from the novel.
Stories of:
Theme Richard Claudi Colin Ralp Pixie Robbo
Harwic a h
k
Broken Family      
Being brave  
Coping with change      
Think before making a 

decision
The need for tolerance  
ACTIVITY 10 : WHAT’S THE PROBLEM?
No. Story Problem
1 Richard Clayton Harwick – My Story. He could not get along with his stepfather
Read and Weep and so he ran away from home.
Claudia feels disloyal to her mum whenever

2 Claudia’s Story : Green Pyjamas she has a good time with her father and his
new girlfriend. Claudia becomes hostile
towards Stella, disregarding all the latter’s
effort to warm up to her.
Colin and Mum leave Jack, the only ‘father’

3 Colin’s Story : The Bluebird of figure Colin ever knew. This causes him to
Happiness miss Jack so badly that it hurts. He is still
pining for Jack and hopes to save enough
money one day so that he can be with his
stepdad again.
He has to deal with too many step family

4 Ralph’s Story: A Tale of Three members and relatives as a result of his
Stepmothers immature parents’ decisions.
She has to deal with two really irritating

5 Pixie’s Story : The Pains in My Life stepsisters and a father who pretends he
doesn't notice how difficult things are for
her.
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Robbo and his sister, Callie always think
6 Robbo’s Story : Dumpa’s The that the birth of their stepbrother, Dumpa
Problem has caused numerous problems between
them and their stepfather, Roy. When the
relationship between Robbo’s mother and
Roy is on the rock, Robbo realises that Roy
does not move on because Dumpa’s the
problem. Finally, Robbo realises that his
mother is always stuck in between when
Callie and Roy quarrel. This has caused
mum and Robbo’s stepfather to be upset.
My problem is nobody
seems to be thinking about
me so I always fight with my
step sisters, Sophie and Hetty
Payne. One day I had a big
fight with my stepmother,
Lucy. We pour out our
frustrations of having to
accept new members of a
family. After a heart-to-heart
talk with her, I realise that it
is all because my father who
is “selfish, always pretending
he didn’t notice things” and
who would just decide to
“stay safely out of things, as
usual” leaving both Lucy and I
to sort out the mess.
95
Pixie
_________________________
(Name of character)
ACTIVITY 11 : THEME IT ALL
Family unity
The nucleus of moral values, “the family unit,” is being invaded by outsiders (‘step’ or
‘steps’) and this causes disharmony.
Coping with new family members, for example Pixie understands that her new stepmother
is having as much trouble ‘adjusting’ as she is.
Dealing with adversities
Young children and adults may find difficulties dealing with frustrations, fears and sadness.
Being happy
‘Life has dealt us one hard blow, there is no reason for us to be unhappy for ever’. For
example, Claudia realises it is not fair to hate her new stepmother, Stella.
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Think long enough before making a decision
Richard Harwick made a rash decision to run away and that had changed the lives of his
stepfather, mother and sister.
Sibling rivalry
Resentful step-siblings cause burden and hostility in a home.
Coping with change
All pain eventually heals and that we have the power to change things for the better.
Being brave
Characters like Claudia and Pixie are brave as they confess to their own rotten behaviour.
ACTIVITY 12 : FACEBOOK
Accept any reasonable answer
ACTIVITY 13 : LOOKING OUT DEVICES
Simile
1. Like someone stepping on stones over a river with water raging on both sides (p. 21)
2. When a great ship strains at the tide, and needs a cabin boy, nobody asks the lad
who speaks as roughly as a gardener’s son, and claims to be Dick Digby, whether
his mother knows he’s off to sea. (p.25)
3. ... dressed black as a bat (p. 16)
4. She (Hetty ) is still wary of me, and I still get on with her that bit better when all the
lights are out, and I don’t have to watch her cocking her one side and fiddling with her
hair or rolling the cat like a sausage across the downie (p.103)
5. It was like the Arctic. (p 87)
6. Like leftover shoved in a fridge (p. 2)
7. ….as narrow as the ones that archers used… (p. 8)
8. …over a black and white tiled floor that looked like a huge checkerboard glazed …
(p. 4) tight little circle, like campers round a …(p. 6)
9. She picked her way…..like someone stepping ….(p. 21)
10. And I’d just stare down at my plate on my face that said, plain as day, with a look
‘Why should you?’
Hyperbole
1. As the driver swung the minibus (p. 1)
2. Just as if the dull-looking binder on the desk was a delicious birthday cake (p. 10)
3. No tears! I would have found obedience….How many nights my pillow would become
a flood (p.17)
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4. How many cloudless afternoons I was to water with my private showers (p. 17)
Personification
1. Flinching as the twisted fingers of trees scraped at the glass (p. 2)
2. And then another flash shot generously across the sky (p. 7)
3. The wind still whistled through the tree, but in the room the silence is palpable (p. 34)
Repetition
1. ‘It isn’t a story,’ said Colin. ‘There isn’t anything to tell. We just went on.’ (p.51)
2. ‘There isn’t a story,’ said Colin. (p. 53)
3. ‘There isn’t a story,’ said Colin. ‘We just went on.’ (p. 56 )
4. ‘ I’ve told you,’ said Colin. ’There isn’t story. It’s just that, as we went on, I started
getting into trouble at school…’
5. ‘Dumpa’s the problem’ (pgs 107,112,119 and 125 )
ACTIVITY 14 : REAL LIFE REAL PEOPLE
( Accept any reasonable answer - the answer depends on the real-life character a student is
relating to.)
ACTIVITY 15 : THE RIPPLE EFFECT
98
ACTIVITY 16 : THE WRITER’S MAGICAL TOOLS
Example from text Literary Device Reason

…from stepping silently past doorways, Simile the usage of the word ‘like’
and moving like a shadow through the
house,…
.No tears! I would have found Hyperbole Flood – An exaggeration to

obedience….How many nights my pillow the amount of tears
would become a flood
…I stood like a trespasser in the shadow of simile the usage of the word like
the lime walk, and watched the house
…he shook his grizzled head as to tell simile the usage of the word as
himself he was a foolish old man dreaming
of better times,…
Dumpa’s the problem’ (pgs 107,112,119 repetition Repeated to emphasise the

and 125 ) point that Dumpa causes
all the unhappiness.
Outside, the wind still whistled through the personification the wind was given human
trees,… attribution as it whistled.
ACTIVITY 17 : HAVE I UNDERSTOOD
Activity 17a
RICHARD CLAYTON HARWICK – MY STORY : Read and Weep
1. Old Warwick Hall
2. The setting of the old haunted hall was so unfriendly and completely uninviting; even
if one was to go there to distribute free things.
3. The author uses the expression “...leftover pupils...” – perhaps to mean that they had
been herded into the minibus when the school bus had been too crowded.
4. The chapel has dangerously sleep slopes and could be dangerous for the children. If
seen there, the children will be sent home for a week even if there was school.
5. Personification of these items
6. Pixie, like the other children, was probably scared to be in the building and the storm
out there was not making things any easier too. Hence, they preferred to be together
as numbers proved it is safer.
7. Colin discovered the door and it led into a tiny room ( A tower off a tower)
8. Nobody had entered the room for a very long time.
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9. The heavy drapes, the plain dark coverlet, and the high ornate bed gave the
impression that the room had belonged to someone from a wealthy family.
10. If Miss O’Dell found them asleep in the same room, she would not separate them.
11. She was upset because they had been taken out of the school bus and furthermore,
she did not want a bed next to Shreela.
12. Ralph seemed emotional that someone had actually been brave enough to write
about his personal issues and this had given Ralph and his friends an opportunity to
peep into their life.
13. Miss O’Dell felt that the five must have had something in common to be chosen to be
together in the minibus.
14. The story of his life, as he writes it, is sad and reveals of the pain of the knowledge of
his dying father and the intrusion of Mr. Coldstone into the family.
15. He is harsh towards Richard, demanding the young boy to be in his best behaviour.
16. When Richard is told not to cry, he is anguished because he has been weeping with
the knowledge that his father is about to die.
17. That his father had told him to take care of his mother and sister but had not
mentioned about Richard’s need / happiness at all. Richard feels that his own
happiness is not counted for.
18. He wishes for his father to wake up from the grave and tell him that all things in the
house has gone wrong since the father’s death. That he (Richard) had practically
become a stranger in his own house.
19. Coldstone remarks that Charlotte is giddy and that Richard is wild. However mother
does not defend them.
20. He thinks that the school is an evil place – he has only learned to freeze, starve and
be beaten and bullied there.
21. She tells her brother that their mother is doing all this to make Richard grow up
strong and manly.
22. He accuses her of forgetting their father

She reasons that the father is dead and gone and that there should be no reason for
them to be unhappy forever.
23. His mother would find life more pleasant without his sulks and scowling face
reminding him of how she was a traitor to her father’s memory and Charlotte would
surely learn to live again.
24. They all have a second home address.
25. No one should make decisions that will change the lives of everyone around them
without thinking about it for a long time ( or any other acceptable answer )
Activity 17b
100
CLAUDIA’S STORY – GREEN PYJAMAS
1. She complained that he spent all his time running the café and hardly ever see him.
2. They had a huge row with Dad and for the first time, they heard about Stella.
3. He thought Mum might kill him.
4. She looks sort of plain and mousy.
5. She would spend hours reading in the bedroom, and the rest of the time keeping
busy in the kitchen.
6. She is rude. She should not be rude as Stella is trying to be nice to her. /
She may be rude. She has every reason to be so. No one could accept a step
especially when Claudia, who is trying to come to terms with her parents’ divorce not
long ago / or any acceptable answer
7. She could not bear to sit there having a perfect normal time with Dad and Stella while
her Mum was at home frantically cleaning out the gerbils, or rinsing the glass wall
light shades under the taps, or hosing mud off the steps.
8. A pair of green pyjamas.
9. She did not want to hurt her mum the way her Dad had.
10. She hated her because if Stella had not come along, Dad would have stayed with her
and Mum.
11. She noticed that Claudia had not worn the green pyjamas she bought for the latter.
12. She was nervous as Dad’s friends would be watching her closely, wondering if they
would like her, trying to work out why Dad had left home for her, and if she’d be a
wicked stepmother to me.
13. She tucked Claudia in bed as if she were a baby.
14. She was eavesdropping the conversations throughout the meal.
15. They talked about everything but not a word about Mum, or Dad, or Claudia or Stella.
16 They treated her as if she were some kind of ghost.
17. They were plain rude.
18. She decided to get to wear the green pyjamas Stella bought her and got to the dining
room to join in the supper.
19. They began to talk to her / Mary asked Stella where she had found such lovely
pyjamas while George said it was clever for her to get the right size for Claudia.
20. She was nervous to meet Dad’s friend / She has given time to Claudia and Dad’s
friends to accept her ( or any acceptable answer)
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21. Life has dealt Claudia one hard blow but there is no reason for her to be unhappy
forever. She has to move on to be happy. She came out from behind the fern, and
stood in her pyjamas at the top of the stairs, where everyone could see her
or
She didn’t bother to eavesdrop more than a few minutes longer. This indicates that
Claudia has come out of her hiding ( from reality) and she needs to move on ( or any
acceptable answer )
Activity 17c
COLIN’S STORY – THE BLUEBIRD OF HAPPINESS
1. His mother left his father a few weeks after he was born.
2. She said that he was a bit of a rough-house and they were safer away from his real
dad.
3(a) Both of them have dark hair.
3(b) He knows the words of practically every song and he rolls is own cigarettes out of
tobacco in a tin.
3(c) The dogs likes him / He is friendly and likeable / Dogs can sense a good man/ Any
acceptable answer
4. He claims that his father has a billion names for him including Col, Collie, Sonny-boy,
Buster and Mr Bluebird.
5. At the school canteen
6 He does not feel as though his stepfather is not his real father for Jack is the only father he
has known.
OR
He accepts his stepfather as his real father because this father treats him like his
own son.
7(a) He does not want his mum to find out.

Or
He is afraid that his mother will find out that he still thinks about his father.
7(b) His father likes to roll the cigarette and the smell of tobacco will remind Colin about
him.
7(c) Even though they know what Colin has done is a bit weird but they feel sorry for him.
It feels real and upsetting that Colin cannot reunite with his Dad.
OR
The others can relate to his feelings.
7(d) No, he keeps doing things that his Dad used to do like taking out the tobacco tin and
humming their favourite song. ( or any acceptable answer )
8. He will always secretly sneak his father’s name and their old address onto all the
forms for school.
OR
He is still saving up money in order to find him one day.
OR
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Any acceptable answer
9. After listening to Colin’s story, Ralph finds that Colin’s stepfather deserves to be
called dad because he has treated Colin well.
Or
Colin really loves him.
Or
Ralph is assured that Colin’s Dad is like a real dad.
10. Five years ago. Colin will / will not find his father someday because………( accept
any reasonable answer ).
11. Any acceptable answer.
12. BLUEBIRD OF HAPPINESS

(Words by Edward Heyman and Harry Parr Davies / Music by Sandor Harmati)
Art Mooney & His Orchestra - 1948
(verse)
The beggar man and his mighty king are only diff'rent in name,
For they are treated just the same by fate.
Today a smile and tomorrow tears,
We're never sure what's in store,
So learn your lesson before too late, so
(refrain)
Be like I, hold your head up high,
Till you find a bluebird of happiness.
You will find greater peace of mind
Knowing there's a bluebird of happiness.
And when he sings to you,
Though you're deep in blue,
You will see a ray of light creep through,
And so remember this, life is no abyss,
Somewhere there's a bluebird of happiness.
13. The mythology of the bluebird of happiness has deep roots that go back thousands
of years. Indigenous cultures across the globe hold similar myths and beliefs about
the bluebird. It is a widely accepted symbol of cheerfulness, happiness, prosperity,
hearth and home, good health, new births, the renewal of springtime, etc. Virtually
any positive sentiments may be attached to the bluebird.
In magical symbolism, bluebirds are used to represent confidence in the positive
aspect and egotism in the negative. A dead bluebird is a symbol of disillusionment, of
the loss of innocence, and of transformation from the younger and naive to the older
and wiser.
( Source: http://en.wikipedia.org/wiki/Bluebird_of_happiness )
Activity 17d
RALPH’S STORY – A TALE OF THREE STEPMOTHERS
1. The third Saturday in the month.
2. There were too many details.
103
OR
She could not keep up with the series of days when Ralph stayed with his Mum and
Dad.
OR
Ralph had too many relatives and his story had too many details.
OR
There were too many names to remember.
3. If he was carrying a Mickey lunchbox, it meant that he was supposed to go home to

his mother. If he was carrying a Dumbo lunchbox, it meant that he was supposed to
go to his dad’s place
OR
Ralph would look at his lunchbox and he would know which house to go to; Dumbo
means Dad and Mickey means Mum.
4. Annabel
OR
Stepmother Number One
5. She went with them everywhere

OR
She never left them alone with their dad
OR
They thought it was unfair that she spent so much time with their dad.
6. Annabel disliked jazz.

OR
He wanted to please Annabel.
7. Their mother was varnishing floors and she didn’t want Brandy to leave paw marks
on the newly varnished floors.
8. Brandy the cat curled himself up comfortably and sat on her bread dough. Yet Dad
stood up for Brandy. Annabel said that the cat had a malevolent aura and the quarrel
continued. A while later, Annabel ran off with someone who thought he was a
descendant of King Arthur.
9. She was strict like a prison warden.

OR
She was very keen on rules.
OR
She had rules for everything.
10. She brings order to their family

OR
She is good at planning and scheduling things
11. Ralph’s parents took advantage of her.
12. She thought that it was too good to give up

OR
the schedule was helpful to her.
104
13. Free spirited
OR
Disorganized
OR
Vibrant personality
OR
Extroverted
14. Accept any reasonable answer with justification.
Activity 17e
PIXIE’S STORY – THE PAINS IN MY LIFE
1. Pixie found that they were awful and they drove her up to the wall.
OR
She disliked her stepsisters, Sophie Payne and Hetty Payne.
2. They agreed that she would have her own bedroom.
3. They had a big fight and Hetty smashed her sister’s little glass animals.
4. Pixie hated the way she cocked her head on one side and fiddled with her hair.
5. She tried haunting Hetty by making some noise between the two beds.
6. Soap
7. Whenever she notices something is missing, she just keeps on and on at her about it
until Pixie brings it back.
8(a). Everything will be all right as though nothing unpleasant had happened.
8(b) Dad, Mum and Pixie
8(c) She is trying to pour out her feelings.

OR
She is trying to make a point that she is not the problem of all the unpleasantness in
the family.
OR
She is also trying very hard to make things work.
OR
Any acceptable answer
9(a) Pixie felt that he was interrupting.
9(b) She was just fed up with him forever staying out of things, and not facing up to what
was bothering everyone, and only creeping in when he thought the trouble was over.
10(a) Remorseful
OR
Sad
OR
Apologetic
10(b) When her mum kept going on at her.
105
OR
She was unable to endure her mum’s nagging.
10(c) Whenever Hetty teases her about her name.
10(d) Staying with her Dad, Lucy, Sophie and Hetty.

OR
The idea of coming to her father’s house.
10(e) She feels that the name does not suits her.
11. By not pretending anymore

OR
By saying out how one feels
OR
By having a heart-to-heart talk
12. Accept any reasonable answer.
Activity 7f
ROBBO’S STORY - DUMPA’S THE PROBLEM
1. Six years old.
2(a) Dad
2(b) Dad came to discuss with Mum and it always turned into heated argument so they
did not want Callie & Robbo to hear it.
OR
To allow their parents to settle their problems.
2(c) Callie tried to make her parents stop fighting while Robbo would kick the ball to
himself, over and over.
2(d) Callie said that Dad’s place was cold, nasty, horrible and the sheets felt funny.
2(e) He was tired of arguing with Mum.

OR
He did not want to upset the children.
3. Callie
4. ‘Our dad went out to work for years and years to pay for a nice house and all the
funiture, and now.The Beard’s moved in and taken everything, and it’s not fair.’
5. Roy was always giving orders/instructions to Callie and Robbo, plus he acted like he
was their biological father.
106
6. He just thought that babies are boring/He thought nothing about them.
7. Whenever Dumpa hears Roy returns home through the gate, he will struggle and
leave whatever he is doing just to be with Roy.
8. Robbo could not stand listening to Dumpa’s whimpering since Roy left home
temporarily.
9. She noticed that Roy had rushed off to hospital without a phone call and there was
no phone call from Roy. She only heard lots of hissy whispering, and Mum had red
eyes and she was more polite to Dad on Saturday morning.
10 Callie
11(a) She was confident that her Mum and Dad will be reunited soon.
11(b) Robbo felt that there was a big difference between people trying to get along and
people wanting to get back and living together.
12. A big or heated argument happened between Callie and Roy
13. Roy caught Callie trying to push her bike down the narrow space between the
bushes and his car. Roy warned Callie to stop or she might scratch his car.
14. Mum understood or knew Callie better and Callie could not be instructed all the time.
OR
Callie was stubborn.
15(a) Angry
OR
Upset
OR
Impatient
OR
Furious
15(b) Yes, because he had done his part to take care of Callie.
OR
No, he should not be physical when teaching a child as stubborn as Callie.
OR
Any acceptable answer.
16(a) The way Callie’s uttered her words are not clear
OR
muffled
OR
soft
OR
almost whisper.
OR
She was sobbing
16(b) One has to make drastic decision
107
OR
risky decision to put things back in order.
OR
One has to make painful decision for a happy ending.
OR
Someone must sacrifice if one wants a happy ending.
16(c) When Robbo mentioned that Callie might want to move in with Dad
OR
She didn’t believe what Robbo have said about Callie.
OR
She was taken aback by what Robbo had saidn about Callie wanting to go and live
with Dad.
Callie’s decision to live with Dad.
16(d) Yes, Callie would rather stay with her Dad than to be unhappy living with Roy.
OR
No, Callie should learn to be more forgiving and understanding.
OR
Life has dealt us one hard blow but there is no reason for us to be unhappy forever.

See skeletal sample given in Activity 25

See skeletal sample given in Activity 26

Compare and contrast two characters.
The novel I have chosen is ‘Step by wicked step’ written by Anne Fine. Colin and
Claudia are the two characters I have chosen to compare and contrast. Although they are
two differing characters, they also have some similarities.
Both Colin and Claudia come from broken or separated families. They both have
step parents. Colin’s mother has left his biological father and `took up’ with Jack. Jack is the
only ‘father’ figure Colin ever know. However, Colin’s mum leaves Jack after a while. This
causes him to miss Jack so badly that it hurts. On the other hand, Claudia’s father has left
her mother for another woman, Stella. She feels disloyal to her mum whenever she has a
good time with her father and Stella. Both Colin and Claudia really want their parents to
reconcile as they pine for how it used to be when they were happy.
Colin and Claudia also do not adapt to the drastic changes their families undergo.
Colin’s unwavering loyalty and want for his ‘dad’ to be back and Claudia’s misguided loyalty
108
to her mother shows that these two characters find difficulties dealing with changes. There
are frustrations, fear and sadness. Furthermore, both Colin’s and Claudia’s mothers do not
take their emotions into consideration. It is as though everything is only happening to them,
and will never have an impact on the children.
However, Colin and Claudia are markedly different individuals. They deal with the
changes in their respective families differently; Colin is portrayed as a boy always pining for
his ‘father’ even after five whole years. However, Claudia becomes hostile towards the new
lady in her life, Stella, disregarding all the latter’s efforts to warm up to her.
Both Colin and Claudia have different personalities too. Colin is a dreamer who
dreams of an ideal life where his ‘dad’ and mother will be together forever and happy. He
secretly keeps his ‘father’s’ tobacco tin and saves money so that he can look for him one
day. This makes him too depending on his stepdad and emotionally attached to him. This is
probably due to the fact that he needs love from a man called ‘father’. Claudia is more of a
sensible and rational person. After seeing her dad’s friends ignoring Stella and judging it as
‘rude’, she goes to compliment Stella on her stellar choice of green pyjamas. Claudia is more
independent and is not afraid to voice her opinions. Unlike Colin, Claudia is brave in coming
to terms with her parents’ separation. She is independent and not afraid to voice her
opinions.
Even though they experience broken family relationships and find it difficult to accept
changes, the way Colin and Claudia accept new additional member of the family is different.
They have different views in accepting reality and this has made the story more inspiring and
colourful.
109
Glossary
astonished v. amazed
Aura n. a distinctive but intangible quality that seems to surround a
person or thing; atmosphere:
Brash adj. self-assertive in a rude way
Candelabra n. traditional term for a set of multiple decorative candlesticks,
each of which often holds a candle on each of multiple
arms or branches connected to a column or pedestal.
Cripes punc. Old-fashioned slang an expression of surprise
Dandelion n. a Eurasian plant (Taraxacum officinale) of the composite
family having many-rayed yellow flower heads and deeply
notched basal leaves.
Doddery adj. slow and unsteady
Dolefully adj. sorrowfully, mournfully
Droning adj. speaking tediously in a dull monotonous tone
Dwindling n., v. becoming gradually less
Firebrand n. a person who causes unrest or is very energetic
Forlornly adv. Pitifully sad and abandoned or lonely
fudging v. to make or put together dishonestly or carelessly
110
gaol (Brit.) n. jail
Horrid adj. causing a feeling of horror
malevolent adj. wishing evil or harm to others
Malevolent adj evil
Midshapen adj. badly shaped; deformed
misbegotten adj. unlawfully obtained; badly conceived, planned, or designed
moonbleached adj. white like the moon
Niggling adj. petty, especially in a nagging or annoying way; trifling or
overly concerned with details; exacting and fussy.
Palpable adj. able to be touched or felt
pock mark n. a crater-like scar left on a person's face, normally caused
by acne.
Rapturous adj. experiencing or manifesting ecstatic joy or delight
Ratty adj. dilapidated; shabby.
reckoned v. expect, believe
ridiculous adj. pathetic, silly
Rivulets n. small streams of liquid
scorn n. contemn, despise, disdain
Seraphic adj. of or resembling a seraph (a celestial being having three
pairs of wings); blissfully serene; rapt
seraphic adj. angelic, angelical, cherubic, sweet
Shrubbery n. an area in a garden planted with shrubs.
Sinister adj. giving the impression that something harmful and evil is
happening or will happen
Sliver n. thin, narrow
Snide adj. expressive of contempt; critical; sneering
Snigger v. a disrespectful and quiet laugh
Snorted v. an explosive sound made by the sudden forcing of breath
through a person’s nose, used to express indignation,
derision or incredulity
Spindly adj. weak or lacking solidity in construction
Unhinged v. mentally unbalanced
Vivid adj. powerful
Wistful adj. showing sadness or unhappiness.
Dandelion Seraphim
111
Panel of
Writers
Coordinators
Diana Fatimah Bt Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM
Masreen Wirda Bt Mohammad Ali Kementerian Pelajaran Malaysia
Tengku Ireneza Marina Tunku Mazlan Aras 4-8, Blok E9
Eileen Jessie Ah Guan Kompleks Kerajaan Parcel E
Ng Yew Kee Pusat Pentadbiran Kerajaan Persekutuan
62604 Putrajaya
Jimmy Then Choon Jing SMK Bintulu, Peti Surat 97

97007 Bintulu, Sarawak.
Panel of Writers
Yong Wai Yee SMK Seri Hartamas, Jalan 48/70A,
(Panel Head) Desa Sri Hartamas, 50480 Kuala Lumpur.
Vasantha Mallar a/p Narendran SMK Victoria, Jalan Hang Tuah.

55200 Kuala Lumpur
Norfidzah Mohd Nordin SMK Taman Melawati, Taman Melawati,

53100 Gombak, Selangor.
Norrol Sham Mohd Yunus SMK Raja Puan Muda Tengku Fauziah,
02200 Kaki Bukit Perlis.
Fathur Radzi bin Che Mohammad MRSM Alor Gajah, Lot 1720, Mukim Air Pa’abas
78000 Alor Gajah, Melaka.
Diana Teng Bt Abdullah SMK Horley Methodist, Jalan Raja Musa,

36000 Teluk Intan, Perak.
Anbalagan Munusamy SMK St. Andrew Muar, PS11 Jalan Hashim,

84000 Muar Johor.
Rasyidi Bin Muhammad Radzi MRSM Taiping, Jalan Bukit Larut,
112
34000 Taiping, Perak.
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Form 5 - Step by Wicked Step

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Form 5 - Step by Wicked Step

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DRAFT

STEP BY WICKED STEP NOVEL

Only in a novel are all things given full play – D. H. Lawrence

Sources : http://www.wisegeek.com Date accessed : 5th July 2010

iv. Character and characterisation - a character is a person in a narrative who may

3. Rising Action: the story builds and gets more exciting.

7. Dénouement: (a French term, pronounced: day-no-moh) the ending. At this point,

OTHER CHARACTERS IN THE VIGNETTES

1. The haunted house of Harwick.

2. Domestic households of Claudia, Colin, Ralph, Pixie and Robbo.

Dealing with adversities

Think long enough before making a decision

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

Dealing with Separation and Divorce

2. One has to be brave when facing adversities.

3. ... dressed black as a bat (p. 16)

5. It was like the Arctic. (p 87)

6. Like leftover shoved in a fridge (p. 2)

7. ….as narrow as the ones that archers used… (p. 8)

9. She picked her way…..like someone stepping ….(p. 21)

1. As the driver swung the minibus (p. 1)

Personification is a a figure of speech in which inanimate objects or abstractions are

1. Flinching as the twisted fingers of trees scraped at the glass (p. 2)

2. ‘There isn’t a story,’ said Colin. (p. 53)

5. ‘Dumpa’s the problem’ (pgs 107,112,119 and 125 )

STEP BY WICKED STEP SETTING/ACTIVITY 1

1 To enable students to be aware of the setting 1 Chunks of the story

Place – Where does the story take place?

STEP BY WICKED STEP SETTING/WORKSHEET 1

STEP BY WICKED STEP SETTING/ HANDOUT 1

Everyone turned from the side windows and stared ahead.

‘Ring the bell, Mr Plumley,’ prompted Claudia.

Quite right. No bell that anyone could see.

‘Mr Digby. Is my father dying?’

He lifted his head and stared.

And then I knew.

‘Is that it?’

‘No, that’s the old chapel.’

They’d all hear about the ruined chapel.

Ralph gazed at the cobwebs glinting in the moonlight.

STEP BY WICKED STEP SETTING/ACTIVITY 2

1 To analyse the setting of the story 1 Worksheet 2 – Graphic

1 Distribute copies of the worksheet to the students.

STEP BY WICKED STEP SETTING/WORKSHEET 2

How are they different?

STEP BY WICKED STEP VOCABULARY/ACTIVITY 3

1 To enable students to learn the meaning of new 1 Vocabulary Robot graphic

1 Give copies of the Vocabulary Robot graphic organiser to students.

STEP BY WICKED STEP VOCABULARY/WORKSHEET 3

1 To identify the characteristics of each character 1 Names of the characters

1 Divide students into groups of four.

We can identify character traits by analysing a character’s speech, his

STEP BY WICKED STEP CHARACTERISATION/WORKSHEET 4

1. Adventurous as he went sailing across the oceans ( p.

Name: __________________ Name: __________________

1. To examine the ways in which a character 1 Worksheet 5

1 Give each student a copy of Worksheet 5.

How does the How does the

1 To analyse the traits of a character in the novel 1 Character Cube templates

1 Distribute copies of the two Character Cube templates (Worksheet 6) to each

STEP BY WICKED STEP CHARACTERISATION/WORKSHEET

STEP BY WICKED STEP PLOT/ACTIVITY 7

Name: Name: