Aims and Objectives: Knowledge, skills and understanding Understanding texts b.

to analyse and discuss alternative interpretations, ambiguity and allusion c. how ideas, values and emotions are explored and portrayed d. to identify the perspectives offered on individuals, community and society f. to read and appreciate the scope and richness of complete novels, plays and poems Understanding the author's craft g. how language is used in imaginative, original and diverse ways h. to reflect on the writer's presentation of ideas and issues, the motivation and behaviour of characters, the development of plot and the overall impact of a text Writing to analyse, review, comment l. reflect on the nature and significance of the subject matter m. form their own view, taking into account a range of evidence and opinions n. organise their ideas and information, distinguishing between analysis and comment o. take account of how well the reader knows the topic. Planning and drafting 2 To improve and sustain their writing, pupils should be taught to: a. plan, draft, redraft and proofread their work on paper and on screen b. judge the extent to which any or all of these processes are needed in specific pieces of writing c. analyse critically their own and others' writing. NLS: Word Level WL1. review, consolidate and secure the spelling conventions covered in Year 7 which include: a. vowel choices; b. pluralisation; c. word endings; d. prefixes and suffixes; e. apostrophes; f. homophones; WL. 2 revise and remember high-frequency spellings; 3. investigate lexical patterns in new vocabulary; 4. learn complex polysyllabic words and unfamiliar words which do not conform to regular patterns;

5. secure the spelling of key terms and new words from across the curriculum; WL 7. review and develop their ability to: a. recognise links between words related by word families and roots; work out the meaning of unknown words using context, syntax, b. etymology, morphology and other factors; understand and explain exactly what words mean in particular c. contexts; Writing Write to analyse, review, comment W17. integrate evidence into writing to support analysis or conclusions, e.g. data, quotation; W18. write a critical review of a substantial text, taking account of the context in which it was written and the likely impact on its intended readers. Reading Reading for meaning R4. review their developing skills as active, critical readers who search for meaning using a range of reading strategies; R5. trace the development of themes, values or ideas in texts; R7. identify the ways implied and explicit meanings are conveyed in different texts, e.g. irony, satire; Understanding the author's craft R10. analyse the overall structure of a text to identify how key ideas are developed, e.g. through the organisation of the content and the patterns of language used; Study of literary texts R13. read a substantial text (novel, play or work of one poet) revising and refining interpretations of subject matter, style and technique; R14. recognise the conventions of some common literary forms, e.g. sonnet, and genres, e.g. Gothic horror, and explore how a particular text adheres to or deviates from established conventions;

Speaking and Listening 2. tell a story, recount an experience or develop an idea, choosing and changing the mood, tone and pace of delivery for particular effect; S+L 5. ask questions to clarify understanding and refine ideas;

The themes and issues in the novel can provide an excellent starting point to help consider several of the topics in the following PSHE Key Stage 3 Curriculum area: Developing good relationships and respecting the differences between people More specifically it is particularly relevant to tackle the following objectives: Develop understanding of the effects of all types of stereotyping, prejudice, bullying, racism and discrimination and how to challenge them assertively Develop empathy for others Develop understanding about the nature of friendship and encourage reflection on how to make and keep friends To recognise that goodwill is essential to positive and constructive relationships To resist pressure to do wrong, to recognise when others need help and how to support them By reading the novel, the above issues are placed in a context which allows for a creative and thought-provoking exploration In the English Framework (Year 8), study of the novel could help to cover the following: Reading for meaning trace the development of themes, values or ideas in texts Understanding the author's craft analyse the overall structure of a text to identify how key ideas are developed, e.g. through the organisation of the content and the patterns of language used investigate the different ways familiar themes are explored and presented by different writers

Study of literary texts record and review the development of their independent reading, and identify ways of increasing its scope and challenge read a substantial text (novel, play or work of one poet) revising and refining interpretations of subject matter, style and technique (www.standards.dfes.gov.uk) The Tulip Touch is suited to class, group and independent reading. Narration and Point of View The book presents the story from the point of view of Natalie, who is the first person narrator. Therefore the friendship is biased towards her perception and experience of events. Natalie interprets other characters points of views relaying these to the reader, such as those of her parents. Her tone and style is reminiscent as she writes looking back on events, giving her voice more authority and weight. The reader is more inclined to trust her judgment as she is considering things retrospectively rather than as they happen. Setting Set in the wonderful and captivating Palace Hotel and surroundings, the setting provides a fascinating environment that underlines the theme of a dark and sometimes frightening friendship. The hotel is symbolic in many ways, as it is a place of short visits - where people do not stay long and represents a transient form of life. In the same way, Natalie and Tulips friendship is very much a transient one - that will change with their circumstances do and as they mature. The hotel quickly becomes dated and fails to keep up with modernisation, reflecting this even more. It also provides a fantastic and encapsulating playground for the girls to create their games and use their imagination away from the restrictions of parents and rules. Structure Set over a number of years, from when Natalie first moves to the Palace Hotel as a young girl to early teenage years, the reader sees the girls grow older and mature. The book is divided into three parts which signal the distinct stages of the girls relationship. Characters Natalie'The protagonist of the book. A shy and rather withdrawn girl who is overwhelmed by Tulip's stronger personality. 'Mrs. Barnes'Natalie's mother, who is frequently absorbed in the care of Natalie's toddler brother.

'Mr. Barnes'Natalie's father, a helpful and caring man who works for the hotel. 'Julius'Natalie's young brother. 'Tulip'Natalie's best friend; her level of mental disturbance is more and more evident as the story progresses. 'Mr. Pierce'Tulip's father-a harsh and extremely abusive man. 'Mrs'. Pierce'typical "abused-spouse" character-not a major figure. 'Megan'Natalie's friend 'Josh'Natalie's friend Themes: The Tulip Touch shows just how difficult it can be to act when you see a child in trouble. From the first meeting with Tulip, Natalie knows that there is something odd about Tulip. Natalie's father instantly knows that there are serious home issues when he visits Tulip's house, describing it as "not suitable for children" and stopping Natalie's younger brother from going around there. The teachers see Tulip's faded, worn uniform and know from various signs that all is not right at home. Many of the adults in the hotel are fully aware that Tulip's home life is terrible, that she is unloved and lonely, that her father is an abusive alcoholic, that her mother is clinically depressed and that both she and Tulip are physically punished by Mr Pierce. However not one of them does anything to save Tulip who is the victim of all this. As Natalie grows older and distances herself from Tulip she begins to question why adults allow Tulip to get away with so much but yet all call her evil or wicked. Why do they pity Tulip yet do nothing to get her away from her abusive father? Even the police, when they visit Natalie and her family following Tulip's little visits to a grieving family, knowledge that Mr Pierce has a terrible temper and takes it out on his family. Natalie tries hard to explain that Tulip is in real danger of being seriously hurt or killed yet no one responds. In today's society, social services are often seen as either being negligent or being too overbearing- for example the case of Baby P in the UK. If the teachers or Natalie's parents had gone to the social services about Tulip, she might have been saved and her very real talentsimagination, creativity, focus and determination- could have been turned to better things. No one responds, although they often talk about her with pity or anger, and they often confuse Natalie with their attitudes- they expect her to invite Tulip over to the hotel but they wont go and visit her at home or call her themselves. By the end of the novel, Natalie has begun to question why the adults do nothing to help Tulip when they know what is happening. Her father in particular shows that he thinks Natalie should do something but Natalie explains that as a child, she is unable to be taken seriously-

she has no power to get Tulip to safety or prevent bad things from happening to her. Although if she told the police about what Tulip liked to get up to, she might have prevented many fires this would also involve risk to herself. The adults simply do not want to get involved either- they feel bad but choose to look after them selves first. Ultimately this novel paints a vivid picture of abuse, the signs that a child may give of a troubled home life and the true nature of bystanders who witness a crime. Tulip is failed by everyone around her, a victim of abuse who will likely remain trapped in a world of violence, criminal behaviour and misery, becoming yet another statistic in our modern world of abused becoming abuser. Issues Friendship - this is the main subject of the novel and provides an absorbing and piercing insight into the relationship of two best friends. The silence between us grew. And then, too embarrassed to come to my senses, I added the really stupid bit. Do you want to be friends? (p.11) Good and evil - there are many questions raised in the novel as to why Tulip behaves as she does. It proves an interesting dilemma over the true nature of what makes one person good and one person evil and fundamentally what these two concepts mean themselves. Some other themes to consider. Families Moving Growing up TEACHING SUGGESTIONS Discussion Friendship Begin by a general discussion on friendship - what makes people become friends? Why are people better friends with some people than others? What are the qualities that make a good/bad friend? Divide into smaller groups for discussion of the questions to help the students explore their views before resuming as a class group to further extend thinking about the issues raised. How did Tulip and Natalies friendship start? Find evidence in the book. What were the circumstances surrounding the outset of the friendship? What did Natalie in Tulip that made her so reliant on her friendship? Was their friendship equal? Why?

Why not? How did the girls personal circumstances differ? What did they have in common? What single word would you use to describe Natalie and Tulips friendship? Consider how their friendship changes as the girls grow older. Who controls the relationship now? How do the girls change themselves? What makes Natalie realise that Tulips games are becoming more and more sinister? What is the difference between them, that makes Natalie pull away from Tulips games, and makes Tulips behaviour more erratic? How do they think Natalie would have felt, as she finally breaks off their friendship altogether? Did she make the right decision? How do you react to the treatment of Tulip by Natalie and the other characters in this novel? How do the students view the ending, with Natalies admission that she will always feel guilty? Look at the friendship in relation to Natalie and Tulips isolation from their peers? What is it that makes this happen? How must it make them both feel. Good and evil What do we mean when we talk about good and evil? Reread parts of the novel and identify words used to describe Tulip (unpleasant, savage, mad, bad, witch, wicked, evil). Does Tulip behave outrageously because of who she is, or the life she has experienced? Consider some of the mean things she does: does this make her an evil person? What are her motivations? How does her social status affect her behaviour? Language The book is narrated in the first person from Natalies perspective. Look at the style and tone of the language, taking a paragraph such as the one below, and discuss how this colours the readers interpretation and how they feel about the friendship. In class time, to be fair, the teachers tried over and over to give me opportunities to make new friends Id chat to them and theyd chat back. Id even wonder what it would be like to have them as friends. But when we came back into the classroom I couldnt help but glance across. And there was Tulip seeking me out with her hard, cold hungry little eyes, as if she could actually see if Id stayed faithful, if I still belonged to her. Back then of course, I never thought to wonder what it was Tulip saw in me. But now I think, could some small part of it have been that, if she could keep someone as faceless and nondescript as me as her friend, then it really couldnt prove so much that everyone else hated her? And hate her they did. Because she spoiled everything.

(p.47)

How does the tone of Natalies voice affect the meaning. Ask different students to read the paragraph, Do the different readings affect the meaning? In what way? Identify words that Natalie uses to describe Tulip. How does this collection of words help build a picture of Tulip? Does anyone empathise with Tulip? CREATIVE ACTIVITIES Writing projects Write a diary, either from Natalie or Tulips point of view. Write an entry after an event, or game the girls have played. Ask the students to think about the style and tone of diary entries and the intimacy created. Remind them that diaries may be written for personal use only and would therefore be written as though entirely confidential. Therefore, to write a good diary entry they must try to immerse themselves as that character, and identify as much as possible to write a good piece that would reveal their true emotions and feelings. They might reveal things in a diary that they would not in a more public arena. Select a key extract (e.g. the burning of the hotel) and rewrite it from Tulips point of view. Ask them to consider how this affects interpretation and response. Write a letter from either Tulip or Natalie to the other, explaining their feelings after a key incident (e.g. Natalies rejection of Tulip. Invite students to reflect on ways in which writing about feelings differs from talking about problems or feelings. Ask the students to write a short story about friendship. Talk about the importance of structure, and characterisation. Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the characters. Write a newspaper report on the arson attack. Look at some newspaper reports on similar type incidents first, and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events. Create a list of factual points that must be included in the story. Taking it further: drama activities In drama improvise a scene in which Natalie and another friend reject Tulip. Identify the moment of greatest dramatic tension in the scene. Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame. Now ask them to pare down the dialogue to just 8 exchanges. They must fill the silences by using body language, gesture and eye contact to convey meaning.

Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audience. Rehearse and then present the scenes either to another group or the class.

What is Tulip like? Teachers notes: Aim: consolidate skills of selecting evidence from the text to support your views. How it might be used in the classroom Version 1 (this page): standard activity. Copy and cut up the lists of seven adjectives, one set between two. In pairs, students discuss how well these adjectives describe Tulip, ranking them from most to least appropriate. (Pupils discuss in pairs, but dont have to agree on the order.) For each adjective, pupils then: explain why the adjective suits Tulips character find a quotation from the book to back up this point. Version 2 (page 2): simpler activity. Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence). Extension ask students to add a third column to the table and write an example, quotation or page reference next to each of the things Tulip does.

What is Tulip like? Tulip makes up stories that are not true she tells lies Read pages 26 and 27 Write the answers to the questions 1. Tulip says she won a competition. What prize did she win? What colour was it? 2. Tulip said that she was going to drive an army tank. How was she going to be able to do that? 3. She said that she helped a man who was ill and fell down (keeled over). What colour did his face go when he was ill? What did Tulip do to help? What is Tulip like? Match up the adjectives in the le left-hand column with the evidence in the right-hand column.

The Tulip Touch by Anne Fine

Lesson 1 2 3 Reading Task
Look at book & blurb. First impressions. Read Ch1 then note down how author sets up the sense of foreboding. Read to end of Ch6 noting down in your reading journals any further hints of mystery. Share 1st impressions. Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel? What sort of magic did she have for me? Does Tulip have magic for the children in the group? What is so attractive about her? Looks are as important as words throughout this story. Discuss some of the looks in this section for example Dads face was a picture. What had caused it? What might he have been thinking? Why were Tulips eyes pebble hard? And what made Natalie rush away when Tulips fathers eyes rested on her? Write down your first impressions of the book referring to

Completed

5 6

7 8 9

characters, relationships, setting, style etc. Complete sheet 1 Magic Ingredients Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip. Add words to the list describing Tulips eyes. Discuss the 2 girls different home lives. What do you imagine to be the very different, more ugly, sort of music that Tulip had to face when she went home after Christmas with Natalie? In Ch7&8 we see the excitement Tulip brings. What are her special qualities? What about the undercurrent of threat? Look at opening of ch8. What might lie behind Tulips laughter in the photographs? Explore the various words Natalie uses to describe Tulips expression wary, apprehensive, haunted, desolate. Chart the changes in mood, noting that the games begin to change in Ch10. Why does Natalie go along with tormenting Julius? Is Natalie neglected too? How? Follow up 2 Tulips home life Read Chs 11 & 12 noting further points that show Tulips character in a negative light. Discuss your developing attitudes towards Tulip. Would you befriend her? Do you agree that Natalie is a hold-your-coat merchant? What unpleasant traits in Tulip are revealed in these chapters? Why do you think the staff were half scared, half despairing? Is she just attention seeking? (see p62) If so, how should people deal with her? How well do you think Anne Fine keeps the balance between sympathy and blame? Find evidence for Natalies parents attitudes, for example Mum

was looking at Tulip the way no one normally looks at a child (p58)

10 11

What does this mean? Remember significant looks in lesson 6. Read Part 2 Chs 1-5, noting why you think Anne Fine chose to divide the story here into part 2. Discuss. In part 1, we see the excitement of life with Tulip. In part 2, we begin to see the dangerous power she has over Natalie. Re-read the last page of Ch1. Can you explain why you think Tulip sucked Natalie in? Remember to refer to the text to support your

12 13 14

views. Find evidence. Look again at the names of Tulips games. We dont learn many details. What do you think each game might have been like from the names of them? Note how most of them are cruel and involve making fools of other people. Discuss how in this section we see that Natalie is neglected too. Find evidence in the text to illustrate how Natalie is steadily infected by Tulips influence. Follow up 3 - Bunny Read Chs 6-9 noting the stages in Natalies withdrawal. Natalie says So was it pity drew me back? Discuss. What do you think Natalie is feeling when T tells her about the kittens? Refer to text for evidence. Discuss what it is that finally ends the friendship. Use your notes. What is meant by : And slowly, slowly, I came to my full senses at

last.

Discuss Ns question Was T mad as well as bad? Can you be called bad if you are mad? Re-read the last page of part 2. Explore the words Not fire. Light as a metaphor for evil/danger and good/safety. Predict Ns chances of staying on the side of light.

A postcard from Natalie

After her first day at school, Natalie writes a short postcard to an old school friend. Use the space to make up what you think Natalie might write. Remember to include: some of Natalies thoughts and feelings about starting a new school Natalies first impressions of Tulip You can make up a name for Natalies friend.

Agony Aunt Letter

Natalie wrote a letter to a magazine agony aunt, asking for advice. If you were the agony aunt, what advice would you give?

Teachers notes
(Assumes class of 30, lesson of 1 hour) Aim: Group discussion as role play to decide the future of Tulip. S&L skills focus: Put forward/sustain a point of view Listen to others views and respond Select and synthesise evidence from the text to support an argument Suggested method: (Depending on nature of class, teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms.) Teacher outlines skills focus. In groups of three or six (expert groups) to start Working in expert groups (e.g. all the police officers, all the social workers), students have 15 minutes to read the Briefing Sheet, discuss and agree key issues, recommendations, arguments/evidence they will use to support their own recommendations. Encourage students to make notes of key points.

Prompt them to think about what other people at the case conference might say and how they will respond to the points put forward. Chairpersons should discuss how they will run the meeting (e.g. how long each representative might speak for, will they invite opening statements? will they impose a speaking order? how theyll ensure everyone gets a fair say). Teacher might want to discuss with them how to encourage participation of shyer group members (e.g. open questions). Move them to mixed groups Easiest and quickest method: allocate numbers 16 to each member of an expert group then move all 1s, 2s etc. together to form mixed groups. (Odd numbers require doubling up of roles, e.g. a group could have two chair people or two social workers.) Allow 20 minutes for discussion (prompt them after 15). Feedback Chairpersons have 5 mins to gather their thoughts. Then each one reports back on their decision to the whole class. (While they are considering their verdict, get other students to review their S&L skills in Skills Focus.) Teacher manages any subsequent discussion and draws together significant conclusions/trends.

Case conference briefing

Subject: Tulip Pierce
Focus: To listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future. The aim must be to do whats best for this child. Background: Tulip Pierce is a young girl who currently lives at home with her parents. Her father is known to verbally abuse her; it is suspected he physically abuses Mrs Pierce. Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family. Together, they neglect Tulip. The evidence of this is her appearance and frequent absences from school. Tulips attendance record is poor. She is not popular and has few friends. She is known to tell lies and to bully younger children. She is rude, disrespectful and disruptive in lessons. However, when she does work, she shows a lot of ability.

She has been involved in petty crime and anti-social behaviour. More recently, she is suspected of having been involved in more serious criminal activity. Options to be considered: Tulip could be left at home with her parents She could be sent to a boarding school during term time She could be sent to a special secure unit for young offenders and children who are difficult to manage Social Services could arrange for Tulip to live with a foster family or in a childrens home She could be moved to live with the Barnes family. You will need to discuss the advantages and disadvantages of each of these.

Who will be present at the meeting

A member of the police force: The police are concerned that Tulip poses a danger to other people and property, as well as herself. They want to be sure she wont cause any more trouble; they are (partly) interested in seeing her punished. Social services: A social worker has been appointed to look after Tulips best interests: where will she be safe, happy and able to fulfil her potential? School: A teacher from Tulips school will attend to comment on her behaviour and achievements in school. They will discuss how Tulip can receive a good education, although they are worried about how she affects other pupils around her. Mr Barnes: The father of Natalie Barnes, Tulips friend. He manages The Palace Hotel. He knows Tulip well, and may be persuaded to provide a temporary home for Tulip, although this has not been agreed with him or his wife. He may be concerned about how his two children will react. The Chairperson(s): He or she will listen carefully to all the evidence presented. He or she will make sure everyone has a chance to speak. The Chairperson will make a recommendation about Tulips future.

Exploring themes

In this activity you are going to: 1. find out what a theme is 2. become an expert on one of the themes 3. collect information on some of the other themes 4. make a poster for display. Step 1 Copy the sentences AE into your book and write down next to each statement, if you: strongly agree agree disagree are unsure. When you have finished, compare your answers with the person next to you/others in your group.

Step 2 These statements are what we call THEMES of the book. A THEME is an idea or topic that runs all the way through the story. Things that happen (events) or things that characters in the story say or do can: make us think about the theme give us an example of it help us look at the idea in a different way. Your teacher will give each of you a specific theme to work on. When you know what your theme is, join with other experts who are also working on that theme. In your group, find four examples from different parts of the story of: EVENTS SITUATIONS QUOTATIONS that are related to this theme.

Make a list of them, and write a short explanation of what each example shows us about the theme. Be ready to report on your findings. Step 3 Each group should now take it in turns to report back. Everyone should listen carefully to the expert reports and make notes about what they tell you about their THEME. Step 4 Choose one of the THEMES (it could be the one you find most interesting, the one you are an expert on, or the one you think is the main theme of the book). On A4 paper, make a poster about this theme. You could use a mixture of words and pictures, set it out as a spider diagram, a list, include quotations, pictures or symbols. Make it: informative clear eye-catching.