SPM ENGLISH Form 5 Step by Wicked Step

FORM 5
Novels
Step by wicked
step
Table of Contents
Synopsis
Elements
Activities
Assessment
Answer Key
Glossary
Panel of writers
DRAFT
Bright Minds 016-6412016 Thuran
Bright Minds
Introduction
STEP BY WICKED STEP NOVEL
What is a novel?
Only in a novel are all thins iven !ull play " D# $# %awrence
A novel is a long narrative in literary prose. Novels tell stories, which are typically
defined as a series of events described in a sequence. The novel has been a part of human
culture for over a thousand years, although its origins are somewhat debated. Regardless of
how it began, the novel has risen to prominence and remained one of the most popular and
treasured examples of human culture and writing.
There have been stories and tales for thousands of years, but novels must combine a
few unique characteristics in order to be defined as such. First, a novel is written down,
rather than told through an oral account. econdly, novels are meant to be fictional in form,
differentiating them from myths, which are said to have their basis in reality or theology.
Although some modern scholars argue differently, there is no truly established guideline for
length, point!of!view, or even establishment of a moral or philosophical point in novels.
ources " http"##www.wisegee$.com %ate accessed " &
th
'uly ()*)
" http"##www.wi$ipedia.org#wi$i#Novel %ate accessed " &
th
'uly ()*)
2

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

Bright Minds
The elements of a novel inclu"e the followin&'
i Plot ( the structure of a novel. +t shows the arrangement of events and actions within
a story ,please refer to notes on Freytag-s .yramid below for details/.
ii Settin& ( the time, place, physical details, and circumstances in which a situation
occurs. etting enables the reader to better envision how a story unfolds by relating
necessary physical details of a piece of literature.
iii Theme ( is the main idea, or message, of an essay, paragraph, or a boo$. The
message may be about life, society, or human nature. Themes often explore
timeless and universal ideas and may be implied rather than stated explicitly. Along
with plot, character, setting, and style, theme is considered one of the fundamental
components of fiction. +t is the universal statement or feel when you read a piece of
writing.
iv Character an" characterisation ( a character is a person in a narrative who may
represent a particular class of group of people. 0haracters in a novel a the vehicle
by which author conveys to us his # her view of the world. 0haracters maybe classify
either main character or minor character. The characterisation of a character is
revealed by actions, speech, thoughts, physical appearance, and the other
characters- thoughts or words.
v )an&ua&e ( use" by author to reveal the theme an" purpose of the novel
3
Bright Minds
*otes on +reyta&,s Pyrami"
Gustav +reyta& was a nineteenth century 1erman novelist who saw common patterns in the plots of
stories and novels and developed a diagram to analyse them. 2e diagrammed a story3s plot using a
pyramid li$e the one shown here"
*. E-position" setting the scene. The writer introduces the characters and setting,
4
Bright Minds
providing description and bac$ground.
(. .ncitin& .nci"ent" something happens to begin the action. A single event usually
signals the beginning of the main conflict. The inciting incident is sometimes called
3the complication3.
4. /isin& Action" the story builds and gets more exciting.
5. Clima-" the moment of greatest tension in a story. This is often the most exciting
event. +t is the event that the rising action builds up to and that the falling action
follows.
&. +allin& Action" events happen as a result of the climax and we $now that the story
will soon end.
6. /esolution" the character solves the main problem or someone usually solves it for
him or her.
7. D0nouement" (a French term, pronounced: day-no-moh) the ending. At this point,
any remaining secrets, questions or mysteries which remain after the resolution are
solved by the characters or explained by the author. ometimes the author leaves us
to thin$ about the T2898 or future possibilities for the characters.
A1T23/4S 5ACKG/31*D

Anne Fine was born on 7 %ecember *:57 in ;eicester, 8ngland. he graduated in
politics from <niversity of =arwic$. he currently lives in 0ounty %urham, 8ngland. he is a
Fellow of the Royal ociety of ;iterature and was awarded an >?8 in ())4. he was
married to the philosopher @it Fine but divorced in *:AA.
Anne Fine is best $nown for her children3s boo$s, of which she has written more than
&). he also writes for adults. he was appointed the second 0hildren3s ;aureate, holding
the position from ())* to ())4.
5
Bright Minds
2er boo$s for older children include the award winning The Tulip Touch and Goggle-
Eyes, which was adapted for television by writer %eborah 9oggach for the ??0. Twentieth
0entury Fox filmed her satirical novel Madame Doubtfire as Mrs Doubtfire, starring Robin
=illiams. 2er boo$s for younger children include !ill"s #e$ Froc% and &o$ to 'rite (eally
!adly. 2er wor$ has been translated into (7 languages.
*otes for teachers an" other a"ults from Anne +ine
6
=hen it was first published, tep by =ic$ed tep too$ some reviewers3 breath away. ?ut
it was hard to argue an author shouldn3t write about a state of affairs that affects so many
of our children. And, at heart, + thin$ the adults who read the boo$ simply shared the
same shoc$ + felt when, after wal$ing my children to school under a giant billboard that
declared, Bince Cou .assed This .oster Cesterday, Another 5)) 0hildren =ere
Affected by %ivorceB, + began researching the subDect of what is often called
3reconstituted3 families.
+ $new from the lives around me that parental separation was only the beginning of the
complications for children. >ften the really tough time comes when one parent or the
other sets up home with someone new, and the children aren3t ready.
=e have six stories in the boo$. >nly five could be fitted into the radio adaptation ! and
even that was a squeeEe. ?oth boo$ and radio adaptation has the structure of boxes
within boxes. The children3s school visit to 2arwic$ 2all provides both the outer frame
and the explanation for why all five children should Dust 3happen3 to be from bro$en
families. Richard 0layton 2arwic$3s long!hidden Dournal provides an inner tale that
triggers off, one by one, each of the stories of the listening children.
+ quite deliberately made the toughest emotional tale that of the Fictorian child, Richard
2arwic$. et 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 3history3.
Those of us who $now better ! including a host of young readers whose depth of feeling
and unhappy circumstances may mirror Richard3s more than we care to thin$ ! can ta$e
the story more at its emotional face value.
+3ve been a shade more protective in the other stories, sometimes by showing things well
on the way to a happy ending ,0laudia and .ixie3s stories/, or by showing how the sheer
determination of a child can give strength and purpose ,0olin3s story/. Ralph3s story is a
robust one from start to finish.
Bright Minds
7
+3ve tried to be honest about the lac$ of choices most children are offered, and the lac$
of real opportunity to spea$ fran$ly and openly about their feelings and situations to the
adults around them. To this end, +3ve shifted through scores of perfectly normal 3case
studies3 of families after divorce, and pic$ed what + wor$ed out was a fair cross!section
of scenarios and emotional states.
+f adults reading the boo$ or listening to the adaptation are startled by this, + thin$ the
only thing that + can say is, 3;oo$ around you, and listen3 because none of these stories
is particularly unusual. ,0olin3s seems saddest, of courseG but, from the numbers of
runaways on our streets, + thin$ we can assume that even Richard 2arwic$3s story is
commoner, even now, than we3d care to imagine./
The boo$3s been a great success in schools. There is, of course, the 3autobiography3
element which can be mined to advantage. ,8ach child has a very distinct story!telling
outloo$ and style./ The mix of sexes in the stories wor$s well with classes of all sorts.
The sheer 3domestic3 element of the tales ,B>ur family3s not li$e that.B B9y family is.B/
$eeps up the interest.
?ut, from the letters + get, what really seems to touch a nerve about tep by =ic$ed
tep is the depth of the children3s feelings. All too many tales for young children
assume far too narrow an emotional range. 9any children do enDoy 3fun3, yes. ?ut all of
them, li$e adults, lead complicated and demanding emotional lives, often lived in
strained and stretched families.
+n giving five of them so intimate and honest a voice, tep by =ic$ed tep empowers
all who share the story. +t was, emotionally, one of the hardest boo$s +3ve ever chosen
to write. ?ut + only have to read the letters of children responding to it, to be glad + $ept
at it.
a
<pdate" since Anne Fine wrote these notes, 0ollins 8ducational have published
the playscript. This is an entirely fresh adaptation, and not the broadcast
version.
Bright Minds
ource" $$$annefinecou%)stepnotesphpaccessed %ate access" 6th 'uly ()*)
S6*3PS.S
8
+t is a wild and stormy night when five ?ritish school children from 9ordanger
chool arrive ahead of their classmates for a wee$!long field trip at BhauntedB >ld
2arwic$ 2all. =ith the aid of flashes of lightning, the two girls 0laudia and .ixie and
three boys, Robbo, Ralph and 0olin find a long!abandoned secret room containing a
mysterious Dournal. >n the cover, it reads, H Richard 0layton 2arwic$ I 9y tory. Read
and =eep-. From the Dournal, the children uncover the story of a boy who runs away
from the sinister influence of a loveless stepfather. Richard 0layton 2arwic$3s long!
hidden Dournal provides an inner tale that triggers off, one by one, each of the stories of
the listening children, all of whom also have Bsteps,B or step!parents, to share their own
sagas. And what engrossing, heart!rending stories they are" of hurting but still
humorous children pic$ing their way through a minefield of embittered or
uncommunicative or Dust plain immature parents, insecure or reluctant step parents and
resentful step siblings. 2owever, the lac$ of a principal plot is of no consequence as the
novel main purpose is to serve as a forum for the various stories. Btep by =ic$ed
tepB proves that all pain eventually heals and that we have the power to change things
for the better.
Bright Minds
&le'ents
P)3T S1!!A/6
This novel is really five stories within a story that are induced by a story, li$e a
nesting puEEle. o, we have six stories in the boo$. There may be a lac$ of a principal plot
here but it is of no consequence as the novel-s main purpose is to serve as a forum for six
various stories of Richard 0layton 2arwic$, 0laudia, 0olin, Ralph, .ixie and Robbo.
+n Step by Wic7e" Step, five boys and girls find themselves in an old house on a
stormy night. +n a hidden tower room they discover an old diary, that of Richard 0layton
2arwic$, who left behind a Dournal account of his wic$ed stepfather. JRead and =eep,- says
the spidery writing on the cover of the boo$.
9
Bright Minds
After Richard 0layton 2arwic$-s father passes away, he was sent to 9ordanger
chool for four long years. 2e wishes to burn 9ordanger to Hashes- as to him, Hthere-s no
meaner place on earth- than this boarding school. =hen he returns to >ld 2arwic$ 2all, he
could not get along with his wic$ed and loveless stepfather, Reverend 0oldstone. ?eing
Hrobbed of all his precious to$ens- from home, Richard ma$es the decision to leave and
become a cabin boy when Ha great ship strains at the tide-. 2is decision has caused anguish
in his mother and sister, who have spent a fortune see$ing his return. 2e did not return to
see his mother or sister until he read a square print from Riddle K Floo$ which requested
him to claim his ownership to >ld 2arwic$ 2all. ?y then, Richard $nows that his stepfather,
mother and sister have passed on. >nly then, he realises his decision to leave has changed
the lives of his family members.
2arwic$3s story prompts 0laudia, 0olin, Ralph, .ixie and Robbo to tell their own tales
of stepfathers, stepmothers, and stepsiblings, who are in turn eccentric, beloved,
unwelcome, and almost always misunderstood. 8ach vignetteL is a wonderful study of
human nature. As the lightning flashes, the children begin to relate their own tales of step
parents, stories that are full of warmth and humour, yet with a fair share of sadness.
At first it seems the children could have nothing in common. ports!mad Robbo,
quic$!witted Ralph, sensible 0laudia, fiery .ixie and dreamy 0olin seem as different to each
other as it is possible to be. Cet they soon find they have one thing in common, and that they
are all the products of bro$en homes and they once have a turbulent relationship with a
Hstep!- or Hsteps!- ?elow are the five stories in Hsteps by wic$ed steps- spin off from Richard
0layton 2arwic$-s H9y tory. Read and =eep-. As Ralph says, Jtories don-t have to be
written,- he reminded 0laudia. H This is the night for stories. >ff you go,- he reiterated.
10
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2ere are the brief description of the vignettes of 0laudia, 0olin, Ralph, .ixie and Robbo.
11
Colin4s Story'
The 5luebir" of
2appiness
0olin and his mother left his
father when he was a few
wee$s- old. 2is mother
ta$es up with a person
whom he thin$s of as his
father. 2owever, his
immature mother also
leaves this stepdad after a
while. Now he misses him
so badly that it hurts.
/alph4s Story'
A Tale of Three
Stepmothers
Ralph3s life, though
merry, is as
complicated as a
maEe as he has
three stepmothers
and many step!
family members.
Clau"ia4s Story'
Green Py8amas
After 0laudia-s parents-
divorce, %ad finds a
girlfriend, tella. 0laudia
feels disloyal to her mum
whenever she has a good
time with her father and his
new girlfriend. 8ven though
tella tries her best to be
accepted by 0laudia and
her daddy-s friends, she is
being ignored. Finally,
0laudia realises her
rudeness and she comes
out of her closet by wearing
the green pyDamas given by
tella.
Lvi&nette I n. #vin!Hyet, v n!# descriptive passage within a larger wor$
,French, Jlittle vineM/
Bright Minds
C2A/ACTE/S
*ame of character Descriptions9 Attributes9 Personality
Robbo chool pupil, sports!mad especially football
Ralph chool pupil, quic$!witted, hardwor$ing and occasionally li$es to
intercept impolitely during a conversation
0olin chool pupil, longs to be reunited with his stepdad, dreamy as
Hhe drifts through the hours of each school day as if his thoughts
were hundreds of miles away- and this H drove his teachers to
despair-
0laudia teady, sensible, did not get along well with her stepmother at
the beginning
.ixie Fiery, a good reader, selfish
Richard 0layton
2arwic$
>wner of >ld 2arwic$ 2all, lost his father at a very young age.
2is mother remarries the priest, Reverend 0oldstone whose
wrath Richard cannot stand. 2e runs away, without $nowing that
he has made a decision that will change three livesG his
stepfather-s, mother-s and sister-s. =hen he inherits >ld
2arwic$ 2all, he has lost his three closest members of the
family.
Rev. 0oldstone Richard-s wic$ed stepfather, strict and cold!hearted
9r. .lumley A staff of the school who accompanies the children to >ld
12
Story within :step by wic7e" step4
Pi-ie4s Story'
The Pains in my )ife
.ixie has to deal with two really
irritating stepsisters and a father who
pretends he doesn3t notice how
difficult things are for her. >ne day
her stepmother , ;ucy/ and .ixie
have a fight. They pour out their
frustrations. >nly then they realise
that it is all because of .ixie-s father
who is Jselfish-, Halways pretending
he didn-t notice things-, and leaving
them for ;ucy to sort out the mess.
/obbo4s Story'
Dumpa4s the Problem
Robbo and his sister, 0allie always
thin$ that the birth of their
stepbrother, %umpa has caused
numerous problems between them
and their step father, Roy. =hen the
relationship between Robbo-s
mother and Roy is on the roc$,
Robbo realises that Roy does not
move on because %umpa-s the
problem. Finally, Robbo realises
that his mother is always stuc$ in
between when 0allie and Roy
quarrel. This has caused mum and
Robbo-s stepfather to be upset.
Bright Minds
2arwic$ 2all
9iss >- %ell The school teacher who pic$s five of the children on a trip after
a quic$ glance at her list.
9r. %igby 1ardener at the 2arwic$-s household
;ucy 9aid at the 2arwic$-s household
0harlotte Richard 0layton 2arwic$-s sister.
>T28R 02ARA0T8R +N T28 F+1N8TT8
(I)N&TT& *haracters
1. Claudias Story : Green Pyjaas
!ads "irl#riend$ Stella$ %&o is
a 'oo(
2. Colins Story : )&e *lue+ird o#
,a--iness
Colins iature ot&er
Colins endearin" ste-dad ./a'(
0 %&o 'alls &i any
ni'(naes.
3. 1al-&s Story : 2 )ale o# )&ree
Ste-ot&ers
3irst ste-ot&er$ 2nna+elle
Se'ond ste-ot&er$ /anet
)&ird ste-ot&er$ 3lora
Ste-dad$ ,o%ard
4. Pi4ies Story : )&e Pains in y
5i#e
Pi4ies ste-ot&er$ 5u'y
)%o ste-sisters $ So-&ie and
,etty Payne
Pi4ies dad$ %&ose
la'(adaisi'al attitude to%ards
&is #aily a(es t&in"s
di##i'ult #or t&e #aily to 'oe
to"et&er as a &a--y one.
5. 1o++os Story: !u-as t&e
Pro+le
1oy . a.(.a )&e *eard0$
1o++os ste- dad.
Callie$ 1o++os sister %&o
13
Bright Minds
&ates )&e *eard
!u-a$ 1o++os ne%ly +orn
ste- +rot&er
1o++os u$ ,o-e
SETT.*G
*. The haunted house of 2arwic$.
(. %omestic households of 0laudia, 0olin, Ralph, .ixie and Robbo.
T2E!ES
14
+amily unity
The nucleus of moral values, Jthe family unit,M is being invaded by outsiders ,Hstep- or
Hsteps-/ and this causes disharmony.
Dealin& with a"versities
Coung children and adults may find difficulties dealing with frustrations, fears and sadness.
5ein& happy
H;ife has dealt us one hard blow, there is no reason for us to be unhappy for ever-. For
example, 0laudia realises it is not fair to hate her new stepmother, tella.
Thin7 lon& enou&h before ma7in& a "ecision
Richard 2arwic$ made a rash decision to run away and that had changed the lives of his
stepfather, mother and sister.
Siblin& rivalry
Resentful step!siblings cause burden and hostility in a home.
+amily relationships
0oping with new family members for example .ixie understands that her new stepmother
is having as much trouble HadDusting- as she is.
Bright Minds
;A)1ES
1. +t is important that children should tell their parents about their real
feelings and vice
versa.
(. >ne has to be brave when facing adversities.
3. =e must not Dudge someone without $nowing all the facts. =e should
weigh our
pros or cons, and study the facts.
5. Adults or parents should be more thoughtful in ma$ing decision as it would affect the
lives of their children.
).TE/A/6 DE;.CES
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
*. )i7e someone stepping on stones over a river with water raging on both sides ,p. (*/
(. =hen a great ship strains at the tide, and needs a cabin boy, nobody as$s the lad
who spea$s as roughly as a gardener-s son, and claims to be %ic$ %igby, whether
his mother $nows he-s off to sea. ,p.(&/
4. ... dressed blac$ as a bat ,p. *6/
15
Copin& with chan&e
All pain eventually heals and that we have the power to change things for the better.
5ein& brave
0haracters li$e 0laudia and .ixie are brave as they confess to their own rotten behaviour.
Dealin& with Separation an" Divorce
+t deals with a social phenomenon that many people are experiencing, the idea of a divorce
as somehow horrible. eparation and divorce, and the events leading up to them,
interrupts the stability and predictability that children need.
Bright Minds
5. he , 2etty / is still wary of me, and + still get on with her that bit better when all the
lights are out, and + don-t have to watch her coc$ing her one side and fiddling with her
hair or rolling the cat li7e a sausage across the downie ,p.*)4/
&. +t was li7e the Arctic. ,p A7/
6. )i7e leftover shoved in a fridge ,p. (/
7. N.as narrow as the ones that archers usedN ,p. A/
A. Nover a blac$ and white tiled floor that loo$ed li7e a huge chec$erboard glaEed N
,p. 5/ tight little circle, li7e campers round a N,p. 6/
:. he pic$ed her wayN..li7e someone stepping N.,p. (*/
*). And +-d Dust stare down at my plate on my face that said, plain as day, with a loo$
H=hy should youO- ,p. 5)/
2yperbole
2yperbole is exaggeration. +t puts a picture into the reader-s mind. Anne Fine occasionally
ma$es a point by overstating an action or obDect as in the following hyperboles"
*. As the driver swung the minibus ,p. */
(. 'ust as if the dull!loo$ing binder on the des$ was a delicious birthday ca$e ,p. *)/
4. No tearsP + would have found obedienceN.2ow many nights my pillow would become
a flood ,p.*7/
5. 2ow many cloudless afternoons + was to water with my private showers ,p. *7/
Personification
.ersonification is a a figure of speech in which inanimate obDects or abstractions are
endowed with human qualities or are represented as possessing human form. Anne Fine
uses personification to ma$e this novel more dramatic and interesting or to convey a certain
mood. ?y using this literary device, it also helps us to relate more to the obDect or idea that is
being personified because it is easier for us to relate to something with human attributes.
*. Flinching as the twisted fingers of trees scraped at the glass ,p. (/
(. And then another flash shot generously across the s$y ,p. 7/
4. The wind still whistled through the tree, but in the room the silence is palpable ,p. 45/
/epetition
16
Bright Minds
Aims !aterials
Steps
This device is mostly used in two of the vignettes to emphasise on the subDect in hand, as
shown in the following"
1. H+t isn4t a story,- said 0olin. HThere isn-t anything to tell. =e Dust went on.- ,p.&*/
2. HThere isn4t a story,- said 0olin. ,p. &4/
3. HThere isn4t a story,- said 0olin. H=e Dust went on.- ,p. &6 /
4. H +-ve told you,- said 0olin. -There isn4t story. +t-s Dust that, as we went on, + started getting
into trouble at schoolN- ,p. &7 /
5. HDumpa4s the problem- ,pgs *)7,**(,**: and *(& /
STEP BY WICKED STEP SETTING/ACTIVITY 1

17
Old $arwick
$all
* To enable students to be aware of the setting
( To enable students to read and identify the
setting based on textual evidence
* 0hun$s of the story
( 2andout * I 0hun$s of the
tory
4 =or$sheet *
Time ' <$ minutes
* .aste chun$s of the story , 2andout * ta$en from pgs. *!4) / around the classroom.
( Tell students to read and identify the place, time, bac$ground, physical, mood and
social settings of HRichard 0layton 2arwic$ I 9y tory. Read and weep-.
4 %istribute =or$sheet *
5 Tell students to write short notes on the various types of setting.
& tudents try to relate the setting with the main story
Bright Minds
*otes
STEP BY WICKED STEP SETTING/WORKSHEET 1

This is 3l" 2arwic7 2all .n each bubble= write out the settin& which you can
i"entify from the story
18
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"
.lace I =here does the story ta$e placeO
Time I =hen is the story ta$ing placeO
.hysical details I =hat do you see in the place where does the story ta$e placeO
?ac$ground , of characters/ I +s the protagonist richO
ocial conditions I =hat is the daily life of the characters li$eO
9ood or atmosphere! =hat feeling is created while reading the storyO
Old $arwick
$all
Pla'e
6ood )ie
Bright Minds

STEP BY WICKED STEP SETTING/ HANDOUT 1

Another brilliant flash lit up a Dagged, stone tower, strangled by ivy.
H+s that itO-
HNo, that3s the old church.-
They3d all heard about the ruined church. +t was forbidden ground, and if you were caught
climbing on its perilously steep slopes, you were sent home, even though this was a school
wee$. All they could see of it from the minibus as they swept by, was a dar$ silhouette of
tumbled stone.
19
Prota"anists
*a'("round
*hunks o! the
Story
P&ysi'al
details
So'ial
Settin"
Bright Minds
H0ripesP- the driver said suddenly, stabbing at the bra$es.
8veryone turned from the side windows and stared ahead.
HThere it isP-
Htric$P-
Through the arcs of the wipers, they could ma$e out a towering mansion with dunce!hatted
turrets, standing blac$ against storm clouds. 9oonlight flic$ered eerily against its dar$
windows.
(pgs *-+)

The heavy drapes, the plain dar$ coverlet, the framed old maps I surely even his frail and
nodding great!grandmother had spent her childhood in a brighter room than this. All he
could tell from loo$ing round was that, when it was left to spiders all those years ago, the
last child to sleep in that high, ornate bed came from a family with a mint of money.
(p ,)
+t was the Reverend 0oldstone. +t was not unday, but still + wished him bac$ in his dar$ ivy!
smothered chapel.
Hir, + am in a hurry.-
2e gripped my arm tighter, and loomed over me. 2is pale face peered in mine. 2e was
dressed blac$ as a bat, and , +-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 *-)
Then he stepped bac$. There was a flash of anger in those ice!blue eyes. And, when he
spo$e, his voice was even sharper than mine, with, + sensed, far more practice.
H Trust me,- he warned. H+ shall ta$e time to mend your manners soon.-
(p *.)
... all of us suffered 9r 0oldstone-s anger as money slipped steadily away. H=hatP Cet
another costly searchP ;et the ungrateful boy be lost for everP- H;ilithP =aste more of your
20
Bright Minds
dwindling fortune on this folly and + will ma$e you pay for it twice overP-
And so he did. ;ast 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 loo$ for youN
( p +/)
2ere, out of the driving rain, they exchanged battered ruc$sac$s and brand new holdalls as
the driver too$ off in a spray of wet gravel, and their teacher stared miserably at the huge oa$
and iron door.
HRing the bell, 9r .lumley,- prompted 0laudia.
H=hat bellO-
Quite right. No bell that anyone could see.
(p 0)
The door grated open, over a blac$ and white tiled floor that loo$s li$e a huge chec$board
glaEed with storm water.
(p 1)
.oor 9r .lumley had marched straight into a giant floor!to!ceiling loo$ing glass that reflected
the wide curve of stairs sweeping out of the shadows behind them.
(p 1)
=hen + was young, my father too$ a fever. %ay by day, everything changed. A dreadful
silence fell upon our house. The maids wept in corners, 9y mother-s dar$ 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
indeedP
( p *2)
N ! but early one evening + came across 1eorge the gardener leaning heavily on his
spade, and too$ the courage to as$ him.
H9r %igby. +s my father dyingO-
2e lifted his head and stared.
H>h, 9aster RichardP- he said, pushing the spade aside and crushing me into his breast.
And then + $new.
21
Bright Minds
Aims
!aterials
That night, ;ucy the maid came in my mother-s room to hear my prayers and say
H1oodnight, 1od bless-
(p *2)
H
H+s that itO-
HNo, that-s the old chapel.-
They-d all hear about the ruined chapel.
( p+
)
The dust lay thic$ I on shelf and des$ and chair, on lantern and candelabra, on boo$s
and cushions Ieven on the floor, where the brash patterns pressed by the soles of their
shoes made them feel even more li$e trespassers. +t is quite obvious to every one of
them that no one had stepped in this room as long as anyone alive could possibly
remember.
(p
,)
Ralph gaEed at the cobwebs glinting in the moonlight.
(p
,)
STEP BY WICKED STEP SETTING/ACTIVITY

22
There+s No ,lace
%ike $o'e
Time ' <$ minutes
* To analyse the setting of the story
( To examine the similarities and differences
between the setting of the fiction boo$ they are
reading and the one they live in.
* =or$sheet ( I 1raphic
>rganiser
Bright Minds
Steps
*otes
STEP BY WICKED STEP SETTING/WORKSHEET

=rite the title of a chosen vignette, the setting in the boo$ and the one in which you live in.
tate how are the two settings ali$e and then list four ways in which the settings differ , for
example, the climate, landscape, location, flora and fauna, culture, history and economy/.
23
* %istribute copies of the wor$sheet to the students.
( Tell students to write the title of the chosen vignette in the novel.
4 +nstruct students to write one setting on the top left of the ceiling. Then, tell them 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 li$e.
5 Tell students to write four ways in which the setting from the boo$ is similar to the
setting in which they live ,in the box below the question J2ow are they ali$eOM/.
& Tell students to list four ways in which the settings differ ,for examples, climate,
landscape, location, flora and fauna, culture, history and economy/.
This graphic organiser can also be used to compare and contrast other literary
elements for examples, character or value. tudents can compare one character
with another or themselves.
TIT%& OF T$& (I)N&TT&-
.........................
There+s No ,lace
%ike $o'e
Bright Minds
Aims !aterials
STEP BY WICKED STEP VOCABULARY/ACTIVITY !

24
$ow are they di!!erent/
. a settin" in t&e +oo( 0
settin"0
.t&e settin" in %&i'& you
li7e0
$ow are they
alike/
(ocabulary
Robot
* To enable students to learn the meaning of new
vocabulary found in the fiction.
* Focabulary Robot graphic
organiser
( %ictionary
4 Thesaurus
Time ' <$ minutes
Bright Minds
Steps
*otes
STEP BY WICKED STEP VOCABULARY/WORKSHEET !

=rite a word from the novel inside the robot-s head. Find the definition of the word as it is
used in the sentence and write the definition on the right boot. <se 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. %raw a picture of the word on the robot-s body. ,3f the $ord is a feeling, an
ad4ecti5e or idea, you may illustrate it using an emoticon, cutting from the ne$spaper or
maga6ine, etc/
25
* 1ive copies of the Focabulary Robot graphic organiser to students.
( Tell students to write a word from the novel they are reading. They should write it
inside the robot-s head.
4 2ave them write the sentence containing the vocabulary word on the robot-s left
boot.
5 ;et students find the definition for the word as it is used in the sentence and write
the definition on the right boot.
& +nvite 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. +f the word is
not a concrete noun, they may need to illustrate the concept ,especially if the word
is a feeling, an adDective, or an idea/.
Gi7e 'o-ies o# t&e 8o'a+ulary 1o+ot "ra-&i' or"ani9er a#ter ea'& lesson
so t&at students 'an 'reate a 7o'a+ulary journal. )&ey 'an use a -o'(et
#older to store all t&e 7o'a+ulary %ords t&ey learn t&rou"&out t&e year.
(ocabulary
Robot
Bright Minds
STEP BY WICKED STEP CHARACTERISATION/ACTIVITY
"

26
Si'ilar but
Di!!erent
Time ' <$ minutes
Bright Minds
Aims !aterials
Steps
*otes
STEP BY WICKED STEP CHARACTERISATION/WORKSHEET "

27
* To identify the characteristics of each character
( To compare and contrast between two
characters.
* Names of the characters
( =or$sheet 5
* %ivide students into groups of four.
( Tell each group to choose a representative.
4 1ive each group =or$sheet 5.
5 As$ them to write the two names on the =or$sheet.
tudents discuss the character traits of the chosen characters.
& 1roup presentation I students state character traits and Dustify with textual
evidence.
:e 'an identi#y '&ara'ter traits +y analysin" a '&ara'ters s-ee'&$ &is
or &er a'tions$ t&e %riters des'ri-tions and &o% ot&ers rea't to t&e
'&ara'ter.
Si'ilar but
Di!!erent
Bright Minds
=rite two characters in the two boxes given. %iscuss the character traits of the chosen
characters. Are there any similarities or differencesO =rite two similar and different traits in
the empty spaces provided. .rovide evidence to Dustify your answers.
28
Richard *layton $arwick
1. Adventurous as &e %ent sailin" a'ross t&e o'eans . -.
250
2. ,rotective as &e on'e said$ ; And I would not harm
Charlotte for the
world, nor let another try it.
3. Rebellious %&en 1e7 . Coldstone insisted 1i'&ard to
stay +ut t&e
latter ans%ered$ ; Sir, I am in a hurry.
4. Re'orse!ul as &e %e-t a#ter readin" C&arlottes
letter. .-. 280
5. 0ild as t&is %as &o% 6r Coldstone des'ri+e 1i'&ard .-.
19 0
Na'e- .................. Na'e- ..................
Bright Minds
Aims !aterials
Steps
*otes
STEP BY WICKED STEP CHARACTERISATION/ACTIVITY #

29
A *hane in
*haracter
*. To examine the ways in which a character
changes and grows over the course of the story
* =or$sheet &
( 0oloured pens#mar$ers
Time ' <$ minutes
* 1ive each student a copy of =or$sheet &.
( Tell students to write the name of a character in the box at the top of the page.
4 ;et 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.
5 +nstruct students to write a description of an event that had caused the character to
change in the arrow at the centre of the organiser.
& Tell students to write about how the character feels or acts after the event.
)ea'&er ay as( t&e students to nae soet&in" t&at &ad &a--ened
in t&eir li7es and &o% t&eir #eelin"s or a'tions '&an"ed +e'ause o# it.
Could it +e t&e +irt& o# a +a+y sister< 6o7in" to t&e ne% &ouse<
)a(in" a tri-< ,a7in" to 'oe to ters %it& -arents di7or'e<
Bright Minds
STEP BY WICKED STEP CHARACTERISATION /WORKSHEET #

=rite the name of the character chosen in the box below. =rite 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.
C,212C)=1S >26=
30
A *hane in
*haracter
1&FOR& AFT&R
$ow does the
character !eel or act
at the beinnin o!
the story/
$ow does the
at the end o! the
story/
*A2S&
0hat causes the
character to
chane/
Bright Minds
Aims !aterials
Steps
*otes
STEP BY WICKED STEP CHARACTERISATION/ACTIVITY
$

31
*haracter
*ubes
* To analyse the traits of a character in the novel
( To ma$e connections between the character
and people or events in their lives
* 0haracter 0ube templates
, =or$sheet 6 /
( 0oloured mar$ers and
pencils
4 cissors
5 ?ottles of glue
Time ' <$ minutes
* %istribute copies of the two 0haracter 0ube templates ,=or$sheet 6/ to each
student. , For sturdier cubes, copy the templates onto cardboard./
( As$ students to follow the directions to fill out each of the six panels.
4 Tell them to cut out the cube pieces along the solid lines.
5 +nstruct them to glue TA? A behind the bottom of .anel 5.
& how students how to fold the paper along the dotted lines so that it forms a cube.
6 2ave students glue each of the tabs behind the panel it meets
Bright Minds
STEP BY WICKED STEP CHARACTERISATION/WORKSHEET
$

0omplete .anels * to 6 in the 0haracter 0ube templates. Then, cut out the cube pieces
along the solid lines. After that, glue TA? A behind the bottom of .anel 5. Fold the paper
along the dotted line so that if forms a cube. 1lue each of the tabs behind the panel it meets
32
1. )&is a'ti7ity ay +e "i7en as "rou- %or(.
2. Create a o+ile o# students C&ara'ter Cu+es so t&at t&e ot&ers 'an
see all t&e si4
sides o# si4 ajor '&ara'ters o# ;ste- +y %i'(ed ste-. ,an" a strin"
a'ross t&e
'lassroo. )ie a -a-er 'li- to t&e end o# a 10 ' t&read. 3asten t&e
C&ara'ter Cu+es
*haracter
*ubes
Bright Minds
33
Bright Minds
34
Bright Minds
Aims !aterials
Steps
,Adapted from The ?ig ?oo$ of Reading Response Activities by 9ichael 1ravois /
STEP BY WICKED STEP PLOT/ACTIVITY %

35
Trace the
Steps
Time ' <$ minutes
* To enable students to trace the development of
a character
( To enable students to identify the events in
sequence, how a problem affects the character
and how the conflict is resolved
* tory in strips
( .aper
4 1lue
* Tell students to reread a vignette , choose one of the six stories /.
( ;et students write out four steps , exposition, conflict, climax, and resolution/ ta$en
by the main character of the chosen vignette as in =or$sheet 7.
4 .aste all completed wor$sheets around the classroom for other students to read.
Bright Minds
*otes

STEP BY WICKED STEP PLOT/WORKSHEET %

The prota&onist ta7es many steps in his9her life Write the steps that he or she has
ta7en from the start to the en" of the story
The character that . have chosen is >>>>>>>>>>>>>
36
)&e -lot o# a story is &o% t&e %riter arran"es e7ents to de7elo- into a
story ? it is t&e se@uen'e o# e7ents in a story. )&e -lot is ade u- o# an
e4-osition$ a 'on#li't$ 'lia4 and resolution.
Trace the
Steps
The First Step 3 &4position 5
The Second Step 3 *on!lict or ,roble' 5
Bright Minds
Aims !aterials
STEP BY WICKED STEP VALUES/ACTIVITY &

37
The Third Step 3 *li'a4 5
The Fourth Step 3 Resolution 5
,ickin up
values
* To associate the events with values that a
reader should pic$ up from a story
( To locate evidence to support the values in the
story.
* The text
( =or$sheet :
Time ' ?$ minutes
%ear %iana,
2iP 2ave you read the novel, tep by =ic$ed tep by Anne FineO +f you have not,
you must. +t is the latest novel that every teenager and adult should read to discover
about themselves. There are many values + have pic$ed up from this novel. These
values will help us identify our problems and how to ma$e life more comfortable.
Firstly, + learnt that we must RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
That-s all for nowP %o share your views on the novel after you have read it. ?ye.
Than$ you.
Cour friend,

Bright Minds
Steps
*otes
;alues
STEP BY WICKED STEP VALUES/WORKSHEET &

=rite a letter to a friend on values you have learnt from Htep by =ic$ed tep-. Cou man use
the introduction below to start your letter
38
* Teacher gives brief explanation on values found in the six stories.
( Teacher gives an example of a value with example from a vignette.
4 tudents discuss in groups for other values found in other stories in this novel.
5 tudents write a letter or e!mail to a friend about the values in the boo$.
& Teacher evaluates the letters and discusses the contents in the next lesson.
8alues are -i'(ed u- as %e read a no7el. )&ere are any oral 7alues
atta'&ed to t&e a'tions o# a '&ara'ter or narrated +y t&e %riter. Soe
oral 7alues are (indness$ lo7e and 'are$ sy-at&y$ and toleran'e.
,ickin up
values
%ear %iana,
2iP 2ave you read the novel, tep by =ic$ed tep by Anne FineO +f you have not,
you must. +t is the latest novel that every teenager and adult should read to discover
about themselves. There are many values + have pic$ed up from this novel. These
values will help us identify our problems and how to ma$e life more comfortable.
Firstly, + learnt that we must RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
That-s all for nowP %o share your views on the novel after you have read it. ?ye.
Than$ you.
Cour friend,

Bright Minds
39
Bright Minds
Aims !aterials
Steps
STEP BY WICKED STEP THE'E/ACTIVITY (

40
Main Ideas
* To identify the themes
( To provide textual evidence to support a theme
4 To give reasons for deciding on a theme
* The text
( =or$sheet :
Time ' <$ minutes
* 8xplain the concept of theme.
( 1ive examples of themes.
4 1ive students =or$sheet : with $ey phrases of themes or main ideas.
5 Tell students to tic$ the appropriate phrases according to the story
& Tell students to choose a significant idea or theme and state how it had left a deep
impression on them. Teacher discusses the responses.
Bright Minds
*otes
STEP BY WICKED STEP THE'E/WORKSHEET (

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

*. .eer pressure
(. ;ove and care
4. Teenage problems
5. 8ffect of parental divorces
&. Family relationship
6. The virtue of tolerance
7. 0oping with a new member of the family
A. The need to express your views
:. 0hild abuse
41
)&e t&ee is t&e aut&ors underlyin" eanin" or ain idea t&at &e or
s&e is tryin" to 'on7ey to t&e readers. Soe o# t&e 'oon t&ees are
#riends&i-$ lo7e$ nature$ +elie7in" in onesel#$ dont jud"e a +oo( +y its
'o7er$ et'.
Main Ideas
Bright Minds
Aims !aterials
*). Friendship
Put a tic7 @ A a&ainst each story which has the &iven theme Then choose a
si&nificant i"ea that has been intro"uce" by the author which has left a "eep
impression on you Give reasons for your choice with supportin& information from
the novel
Theme
Stories of'
/ichar"
2arwic7
Clau"ia Colin /alph Pi-ie /obbo
?ro$en Family
Family relationships
0oping with change
Thin$ before ma$ing a decision
The need for tolerance
The most significant idea that impresses me in Htep by
=ic$ed tep- by Anne Fine is
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
STEP BY WICKED STEP THE'E/ACTIVITY 1)

42
0hat+s the
,roble'/
* To identify the problems or crisis faced by the
characters
( To determine the theme based on the crises
and problems faced by the people in the story
* The text
( =or$sheets *)a and *)b
4 0oloured pens
Time ' <$ minutes
Bright Minds
Steps
*otes
STEP BY WICKED STEP THE'E/WORKSHEET 1)a

+or each story= su&&est the main problem face" by the lea" character Discuss in
your &roup an" fill in the wor7sheet
43
* %ivide students into groups.
( ?rainstorm students on the problems faced by the characters in the novel.
4 As$ students to fill in =or$sheet *oa.
5 Tell students to draw or find a picture which best suits a character in the novel and
draw or paste it on the space given in =or$sheet *)b.
& Tell students to use coloured pens to fill in the speech bubble with a problem that
the character faces.
6 As$ students to share the problems by pasting =or$sheet *)b on the wall.
7 tudents and teacher discuss to determine a central theme in the story. ,Teacher
may encourage students to say out their own problems instead of those of the
characters in the novel in =or$sheet *)b/.
)&e t&ee o# a no7el is rarely stated dire'tly. )&ey usually ust +e
in#erred. 2 t&ee 'an +e re7ealed +y t&e %ay '&ara'ters '&an"e in a
story$ 'on#li'ts in t&e story$ and stateentsAs-ee'&es ade +y t&e
narrator or '&ara'ters.
0hat+s the
,roble'/
Bright Minds
*o Story Problem
* Richard 0layton 2arwic$ I 9y tory.
Read and =eep
( 0laudia-s tory " 1reen .yDamas
4 0olin-s tory " The ?luebird of 2appiness
5 Ralph-s tory " A Tale of Three
tepmothers
& .ixie-s tory " The .ains in 9y ;ife
6 Robbo-s tory " %umpa-s The .roblem
STEP BY WICKED STEP THE'E/WORKSHEET 1)*

44
0hat+s the
,roble'/
Bright Minds
.nstructions'
1. 0hoose a character from the novel.
2. Find a picture of a person from a magaEine or newspaper that best suits the
description of the chosen character ,or you may draw a picture of the character/.
3. .aste or draw picture in the box given below.
4. =rite out ,from the first person-s point of view/ the problem faced by him#her in the
speech bubble provided.
5. %isplay your wor$ on the wall#notice board.
45
My proble' is6
Bright Minds
Aims !aterials
Steps
.icture of the character
RRRRRRRRRRRRRRRRRRRRRRRRR
,Name of character/
STEP BY WICKED STEP THE'E /ACTIVITY 11

46
The'e it all
* To find out the writer-s message in each story.
( To find clues to Dustify their findings.

* The text
( =or$sheet **
Time ' <$ minutes
Bright Minds
*. Richard 0layton
2arwic$-s story
Read and Weep
4. 0olin-s story
The Bluebird of
Happiness
*otes

STEP BY WICKED STEP THE'E/WORKSHEET 11

Discuss with your partner +or each vi&nette in the novel :Step by Wic7e" Step4
choose a theme
47
The'e It All
* 1ive a brief explanation on how a theme is explored in a novel.
( 1ive some common themes in literature ,see Notes/.
4 %ivide the class into six groups of students.
5
&
As$ each group of students to brainstorm the theme,s/ for each character-s story.
'ustify each theme with an event or incident in the story.
6 As$ students to share their findings with classmates.
7 8ach student chooses a theme and fills in the wor$sheet given.
(. 0laudia-s story
Green Pyjamas
The %# !ost Common Themes in )iterature
B )&e C-ortan'e o# 3aily
B D7er'oin" 2d7ersity
B Ein and Ean": /ust %&en you
t&in( li#e is
#inally "oin" to +e easy$
soet&in" +ad
&a--ens to +alan'e it all out.
B ,uan *ein"s 2ll ,a7e t&e
Sae
>eeds B 5o7e
B Sa'ri#i'es *rin" 1e%ard
B 6an Stru""les 2"ainst >ature
B 6an Stru""les 2"ainst So'ietal
Pressure
B 6an Stru""les to Fnderstand
!i7inity
B Crie !oes >ot Pay
B 3riends&i- is !e-endant on
Sa'ri#i'e
B 5o7e is t&e :ort&iest o#
Pursuits
B !eat& is Part o# t&e 5i#e Cy'le
@a"apte" from http'99wwwlife%#Bcom9parentin&9e"ucation9chil"ren(rea"in&9 Date
accesse"' #C Au&ust #$%$ A
Bright Minds
48
*. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
8vidence " RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
(. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
4. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
&. RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
Bright Minds
Aims !aterials
Steps
5. Ralph-s story
A Tale of Three
Stepmothers
6. Robbo-s story
Dumpas the
Problem
&. .ixie-s story
The Pains in My
ife
STEP BY WICKED STEP VALUES/ACTIVITY 1

49
Facebook
*
(
To encourage students to tal$ about the values
they can pic$ up from some events or incidents.
To introduce students to use a social media and
networ$ing website to tal$ about values in
literature.
* The text
( =or$sheet *(
Time ' <$ minutes
* 1ive a brief history and the functions of Faceboo$ , see Notes/.
( Tell students to elicit value,s/ learnt from one vignette of the novel. Teacher
explains values in literature , see Notes /.
4 ;et students wor$ in groups of four.
5 Tell students to write a value they have learnt on the =all of the Faceboo$ in
=or$sheet *(.
& ;et students from other groups give comments on the Faceboo$ =all but remind
them to write in proper 8nglish as this is a language tas$.
Bright Minds
*otes
STEP BY WICKED STEP VALUES /WORKSHEET 1

=rite a value you have learnt on the =all of the Faceboo$ in this wor$sheet.
;et students from other groups to give comments on the Faceboo$ =all but write in
complete sentences.
50
A 1rie! $istory and Functions o! Facebook
3a'e+oo($ a so'ial net%or(in" %e+site laun'&ed in 3e+ruary 2004 %as #ounded
+y 6ar( Gu'(er+er". Ct &as ore t&an 500 illion a'ti7e users in /uly 2010.
3a'e+oo( &as a nu+er o# #eatures %it& %&i'& users ay intera't. )&ey in'lude
t&e :all$ a s-a'e on e7ery userHs -ro#ile -a"e t&at allo%s #riends to -ost
essa"es #or t&e user to see. Fsers 'an 'reate -ro#iles %it& -&otos$ lists o#
-ersonal interests$ 'onta't in#oration and ot&er -ersonal in#oration.
0hat is there to value in literature/
2 %or( o# literature 'an +e 7alua+le in se7eral %ays. 5iterature &as
B oral 7alue i# readin" it tea'&es a lesson t&at %ill ins-ire t&e reader to li7e a
+etter li#e.
B et&i'al 7alue i# readin" it &el-s us as(s @uestions related to t&e standards o# a
I"oodI li#e.
B entertainent 7alue i# readin" it is an enjoya+le %ay to -ass t&e tie.
B 'ultural 7alue i# readin" it s&eds li"&t on t&e -la'e and tie o# t&e aut&or o#
Facebook
Bright Minds
STEP BY WICKED STEP ENRICH'ENT/ACTIVITY 1!

51
%ookin Out
Devices
Time ' <$ minutes
Bright Minds
Aims !aterials
Steps
*otes
STEP BY WICKED STEP ENRICH'ENT/HANDOUT 1!

52
* To allow students to explore ways in which
literary device or figurative language is used in
the novel
* =or$sheet *4 I 1raphic
>rganiser
( 2andout *4
* 0hoose a literary device, for e.g. simile, hyperbole, metaphor or personification.
%iscuss its meaning in class, and share examples , see 2andout *4/
( 1ive out a copy of H;oo$ing >ut %evices- graphic organiser to each student. Tell
students to write a literary device on the top line.
4 +nstruct students to loo$ for examples of the device in the novel they are reading.
5 Tell students to write the phrase with the device and its page number in each lens
of the binoculars,
& Form groups of four and discuss the student-s findings.
)ea'&er ay loo( at t&e literary de7i'es "i7en in t&e introdu'tory
se'tion o# t&is &and+oo( #or re#eren'e.
%ookin Out
Devices
Bright Minds
+in" two e-amples of similes
Write them in the binoculars with the lines an" pa&e number ta7en from the novel
STEP BY WICKED STEP ENRICH'ENT/WORKSHEET 1!

53
Si'ile
Jo7er a +la'( and
%&ite tiled #loor
t&at loo(ed li(e a
&u"e '&e'(er+oard
"la9ed J.-. 40
Si'ile
J.as narro% as t&e
ones t&at ar'&ers
used .-. 80
%ookin Out
Devices
Bright Minds
+in" four e-amples of >>>>>>>>>>>>>>>>
Write them in the binoculars with the lines an" pa&e number ta7en from the novel
STEP BY WICKED STEP BEYOND THE TE+T/ACTIVITY 1"

54
Real li!e
real people
Bright Minds
Aims !aterials
Steps
*otes
STEP BY WICKED STEP BEYOND THE TE+T/WORKSHEET 1"

55
* To write a narrative on a person-s life
( To retell a story of a real!life event in written
form
4 To develop story!telling ability
* 8nvelopes
( =riting .aper
Time ' <$ minutes
* As$ students to thin$ of a real life person who had gone through a life!changing
event of any of the six characters in Hstep by wic$ed step-.
( Tell students to focus on the four maDor milestones in a plot I exposition, conflict,
climax and resolution.
4 +nstruct students to write out a narrative based on the four maDor milestones in the
plot.
5 1ive each student an envelope to put in his#her story.
& Tell them to give a title to the narrative ,li$e those vignettes in Htep by =ic$ed
tep- / on the envelope.
6 Remind students that they may use pseudonyms or nic$names for the characters in
the story.
)ea'&er ay 'orre't t&e narrati7e li(e any ot&er %ritten %or( or read
t&e aloud in t&e 'lass.
C# a student does not &a7e real li#e e4-erien'e or (no%led"e o# di7or'ed
-arents$ let &i or &er 'reate a #i'titious story -ertainin" to t&is issue.
Real li!e
real people
Bright Minds
T.T)E 3+ ST3/6 ' >>>>>>>>>>>>>>>>>>>>>>>>
STEP BY WICKED STEP BEYOND THE TE+T/ACTIVITY 1#
56
*. %raft the outline of your story based on milestones in the plot given below.
(. Focus on moments where a character goes through a life!changing event, has an epiphany
,a moment of sudden and great revelation or realisation/, or overcomes an obstacle.
4. 1ive a title to your story.
*li'a4
.e.". t&e '&ara'ter &as an
e-i-&any0
&4position
Resolution
.e.". t&e '&ara'ter
o7er'oes an
o+sta'le0
*on!lict
.e.". li#eB'&an"in" e7ent0
Bright Minds
Aims !aterials
Steps
*otes

57
The Ripple
&!!ect
*
(
4
To enable students to analyEe the ways in which
an action can have multiple repercussion.
To identify the main conflict and minor conflicts
To analyse cause!and!effect relationships
* The text
( The Ripple 8ffect graphic
organiser
Time ' <$ minutes
* %iscuss 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.
( Relate this concept to an occurrence in the novel.
4 1ive copies of The Ripple 8ffect graphic organiser to students and as$ them to
write a sentence describing an action from the novel they are reading.
5 Tell students to continue reading, have them write down the many different effects
that result from this single action.
An example of the Ripple 8ffect in 0olin-s tory" The ?luebird of 2appiness
Cause
0olin-s mother leaves 0olin-s stepdad, 'ac$ lamenting that the latter does not have
a proper Dob.
Effects
0olin becomes upset as 9um is always too busy doing things ,p. &(/ but with his
stepdad, he Hcan tal$ to him- ,p. &4/.
0olin misses stepdad badly that he smells 'ac$-s tobacco tin. 2e can stay Hawa$e
for hours and hours, tal$ing to him, although he wasn-t there- ,p. &6/.
Bright Minds
STEP BY WICKED STEP BEYOND THE TE+T/WORKSHEET 1#

=rite the cause on the boat and its effects on each ripple.
58
The Ripple
&!!ect
=rite the cause on the boat and
its effects on each ripple.
Bright Minds
Aims !aterials
Steps
*otes
STEP BY WICKED STEP BEYOND THE TE+T/ACTIVITY 1$

59
0riter+s
Maical Tools
* To identify the literary devices in the story
* ;ines ta$en from novel
( =or$sheet *6
4 The text
Time ' <$ minutes
* 1ive each group is given =or$sheet *6 from the story.
( The students read and identify the literary devices , for examples, simile, metaphor,
personifications etc./.
4 tudents fill in =or$sheet *6.
Si'ile B #i"ure o# s-ee'& in7ol7in" a 'o-arison +et%een
unli(e t&in"s usin"
li(e$ as$ or as t&ou"&.
e.". She floated in like a cloud.
,ersoni!ication B is "i7in" &uan @ualities to anials or o+je'ts.
e.". The daffodils nodded their yellow heads.
Metaphor B 2 'o-arison in %&i'& one t&in" is said to +e anot&er.
e.". The cat's eyes were jewels, gleaming in the darkness.
$yperbole B a #i"ure o# s-ee'& in7ol7in" e4a""eration
e.". How many nights my illow would !ecome a flood.
Bright Minds
STEP BY WICKED STEP BEYOND THE TE+T/WORKSHEET 1$

=rite out the literary device based on the example given. tate a reason for your choice of
literary device.
E-ample from te-t
)iterary Device
/eason
7from stepping silently past
door$ays, and mo5ing li%e a shado$
through the house,7
imile the usage of the word
Hli%e8
#o tears9 3 $ould ha5e found
obedience7&o$ many nights my
pillo$ $ould become a flood
73 stood li%e a trespasser in the
shado$ of the lime $al%, and $atched
the house
7he shoo% his gri66led head as to tell
himself he $as a foolish old man
dreaming of better times,7
Dumpa8s the problem
(pgs *:.,**+,**, and *+2 )
;utside, the $ind still $histled through
the trees,7
60
0riter+s
Maical Tools
Bright Minds
Aims !aterials
Steps
*otes
STEP BY WICKED STEP ASSESS'ENT/ACTIVITY 1%

61
$ave I
understood
* To assess students- ability to understand the
story.
(
4
To assess students- ability to extract information
and produce a written response.
To assess students- ability to ma$e inferences
and draw conclusions.
* The text
( =or$sheets *7a ! *7f
Time ' <$ minutes after each story
* ;et students re!read each story or vignette of this novel.
( Tell students to produce a response to all comprehension questions on each story #
vignette.
4 ;et teacher evaluate the tas$.
)&is tas( 'an +e "i7en a#ter ea'& story is read and dis'ussed.
Bright Minds
STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%a

/.C2A/D C)A6T3* 2A/W.CK D !6 ST3/6 E/ea" an" WeepF
Answer the followin& Guestions base" on /ichar" Clayton 2arwic7 D !y Story' /ea"
an" Weep Write your answer in the space provi"e"
*. =here was the minibus ta$ing the five pupils toO
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
(. JDon8t e5en $ant you coming up their garden path to gi5e them a free paper9<
=hat does this line suggestO
4. 2ow does the author describe the pupils on pages * and (O
5. HThey8d all heard about the ruined chapel 3t $as forbidden ground- ,p. (/.
62
$ave I
understood
Bright Minds
=hy do you thin$ the school authority forbid children from going thereO =hat is the
punishment if they are seen thereO
&. =hat is the literary device used in the following expressions" J fronds of strange
plants....fin,e-e. them as they passedM, Jornaments /0atte-e....M
6. J=i>ie preferred safety in numbers.M
=hat is the author trying to convey in the above lineO
7. =ho discovered the door in the wallO =here did the door lead toO
A. ?the tangled 5eil of stretched and bro%en cob$ebs ...M
=hat does this tell us about the roomO
:. =hat evidence was there in the room to suggest that the last child to sleep in that
tiny room was from a very rich familyO
*). =hy did the children rush to pretend to sleep when they hear the bus in the
courtyardO
**. =hat were .ixie-s reasons for them to be together in one roomO
63
Bright Minds
*(. =hat was Ralph-s reaction to the finding of the albumO
*4. =hat was 9iss >-%ell-s reason for the five children to be together in the minibusO
*5. =hy do you thin$ Richard adds the line JRead and =eepM to the title of his albumO
*&. 2ow does Reverend 0oldstone treat RichardO
*6. =hat is Richard-s reaction to his mother-s request J#o tears, my dearest.M Dust as he
is about to visit his fatherO
*7. =hat was Richard distressed about after visiting his ailing fatherO

*A. =hy does Richard stamp on his father-s graveO
64
Bright Minds
*:. =hat does Richard overhear his mother and 0oldstone tal$ aboutO
(). Richard was sent to 9ordanger after his mother marries 9r. 0oldstone. =hat is
Richard-s attitude about school thenO
(*. =hat message does 0harlotte convey to her brother about their motherO
((. =hat does Richard accuse 0harlotteO =hat is 0harlotte-s reasoning for this
accusationO
(4. =hy does Richard feel that it would be best for him to leave the familyO
(5. =hat is the common feature that all five young children haveO
(&. A lot of difficulties were faced by Richard-s family after his disappearance. =hat
does that teach us about ma$ing decisionO
65
Bright Minds
STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%*

C)A1D.A4S ST3/6 D G/EE* P6HA!AS
Answer the followin& Guestions base" on Clau"ia4s Story D Green Py8amas Write
your answer in the space provi"e"
*. =hat did 0laudia-s mother moan about her dadO
(. =hy were 9um and 1ranny in a rage late one night after a flood of phone callsO
4. =hy didn-t %ad dare to come near the house after the phone callsO
5 2ow does tella loo$ li$e, according to 0laudiaO
66
$ave I
understood
Bright Minds
&. =hat would tella do when 0laudia goes out for tea with %adO
6. Read the extract below and answer the following question.
;:&at a+out 3lora<
; S&es 7ery %ell$ t&an( you.
Stella %ould try a"ain.
; C dont (no% 3lora$ do C<
2nd Cd just stare do%n at y -late %it& a loo( on y #a'e t&at said$
-lain as day: ;:&y s&ould you< Eoure not&in" to do %it& e. Eoure not
y ot&er. :&y s&ould you (no% anyt&in" at all a+out y #riends. C# C
%anted +utter$ Cd as( !ad to -ass it$ e7en i# Stella %as 'loser.

.-. 400
?ased on the extract above, what do you thin$ of 0laudia-s behaviourO %o you thin$
she should behave in such a mannerO 1ive a reason to support your answer.
7. =hat couldn-t 0laudia bear when she was having a perfectly normal time with %ad
and tellaO
A. =hat did tella buy for 0laudia as a late 0hristmas presentO
67
Bright Minds
:. =hy was 0laudia guilty of saying HCes + enDoyed it- when she gets home to her 9um-s
place from the wee$end with %adO
*). =hy did 0laudia hate tellaO
**. =hy did tella say, HTuc%ed up in bed in your nightieO- ,p. 6*/
*(. H'ish me luc%,- she said. And + realiEed for the first time that she was nervous. =hat
was tella nervous about and whyO
*4. =hat did tella do when she set the tray across 0laudia-s $neesO
*5. =hat did 0laudia do behind the giant fernsO
*&. =hat did 0laudia find out about the things that %ad-s friends tal$ aboutO
*6. 2ow did %ad-s friend treat tellaO
68
Bright Minds
*7. =hat did 0laudia feel about the way dad-s friends treat tellaO
*A. The way dad-s friends treated tella made 0laudia ma$e a huge decision. =hat was
that decisionO
*:. =hat did %ad-s friends do after 0laudia addressed tella by her name for the very
first timeO
(). From the story, what did 0laudia find out about tellaO
(*. =hat did you learn from 0laudia-s storyO 'ustify your answer with textual evidence
from the text.
69
Bright Minds
STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%/

Colin4s Story ' The 5luebir" of 2appiness
Answer the followin& Guestions base" on Clau"ia4s Story D Green Py8amas Write
*. 2ow old was 0olin when his mum leaves his real fatherO
(. =hat is the reason 9um gave about her separation from 0olin-s real fatherO
4. Read the extract below and answer the questions that follow"
;)&en s&e too( u- %it& y dad. C 'all &i t&at +e'ause &e 'ae %&en C
%as ei"&t ont&s old$ and C dont ree+er anytie +e#ore t&at. ,e
loo(s a +it li(e e$ any%ay. ,is &air is dar($ li(e ine$ t&ou"& &e &as
sil7er -at'&es o7er &is ears. ,e (no%s t&e %ords o# -ra'ti'ally e7ery
son" you7e e7er &eard$ and &e rolls &is o%n 'i"arettes out o# to+a''o
in a tin. 2nd &e 'ant sit on a -ar( +en'& %it&out e7ery do" in t&e %orld
70
$ave I
understood
Bright Minds
'oin" u- to say &ello to &i. Soeties t&ey e7en try to #ollo% &i
&oe.
,a/ 2ow does 0olin describe the similarity between him and his new fatherO
RRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRRR
,b/ From the extract, what are some peculiar habits of his new dadO
,c/ +n your opinion, what ma$es the dogs try to follow him homeO
5. =hat are the various names 0olin-s stepfather ,whom he now called %ad/ has for
himO

&. =here does 0olin-s mother wor$ after they had moved out from the flatO
6. +n your opinion, why does 0olin $eep calling his stepfather as Dad instead of
stepdadO
7. Read the extract below and answer the questions that follow"
;C didnt #inis& %it& &i. C retended. =a'& ni"&t C too( t&e to+a''o tin
out o# t&e toe o# y +oot$ %&ere C (e-t it &idden$ and -ut it under y
-illo%. )&en$ 7ery so#tly$ so 6u %ouldnt &ear$ Cd &u our #a7ourite
son". 2nd$ %&en C %as ready$ C uns're%ed t&e lid. )&ere %ere only a
#e% old s&reds o# to+a''o in t&ere$ +ut still ? ;
2"ain &e sto--ed$ and "lan'ed around at t&e. )&ey %ere all
71
Bright Minds
starin" +a'(. Claudia %as e7en +itin" &er li-. *ut no one %as lau"&in"
at &i.
So +ra7ely$ &e %ent on.
;*ut still$ it selled t&e sae. Ct %as li(e +uryin" your &ead in &is
%oolly. Dr s@uas&in" u- in t&e '&air$ to %at'& telly. 2nd Cd -retend
t&at &e %as t&ere %it& e. 2nd C 'ould tal( to &i$ just li(e +e#ore.
,a/ =hy does 0olin hide the tobacco tin inside his bootO
,b/ 2ow does the smell of tobacco remind him about his %adO
,c/ =hy do you thin$ nobody is laughing at 0olin-s storyO
,d/ %o you thin$ 0olin can accept the fact that his father is no longer staying with
himO =hyO
A. =hat does 0olin do to show that his %ad matters a lot to him and will still be his
%adO , refer to p. 6*/
:. +n your opinion, why does Ralph stop addressing 0olin-s father as a stepdad at the
end of the storyO
*). =hen did 0olin last see his %adO +n your opinion, can 0olin find his father somedayO
1ive a reason to support your answer.
72
Bright Minds
**. %o you li$e 0olinO 1ive two reasons to support your answer.
*(. 1oogle the song, H The ?luebird of 2appiness- =rite out the lyrics and state how the
song can be related to this story.
*4. Find out the mythology of the bluebird of happiness in the +nternet. hare your
findings with your classmates.
STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%.

/alph4s Story ( A Tale of Three Stepmothers
Answer the followin& Guestions base" on /alph4s Story ( A Tale of Three
Stepmothers Write your answer in the space provi"e"
*. =hen does Ralph-s mother get her hair trimmedO
(. =hy was .ixie confused after Ralph-s explanationO
4. 2ow did the lunch boxes help Ralph to remember where to goO
73
$ave I
understood
Bright Minds
5. =ho came up with the lunchbox ideaO
&. =hy were Ralph-s brothers fed up with AnnabelO
6. =hy did Ralph-s father stop listening to DaEEO
7. =hy did ?randy go with Ralph to his dad-s houseO
A. 8xplain the incident that had caused Annabel to be so angry that she decided to
leave dad.
:. =hy did 1eorge thin$ their dad had found 'anet , Ralph-s tepmother Number Two/
in a J1aolMO
*). =hy do Ralph-s parents fond of 'anetO
**. =hy did 'anet leave Ralph-s parentsO
74
Bright Minds
*(. =hy did Ralph-s mom stic$ to 'anet-s schedule even though 'anet was not a part of
their lives anymoreO
*4. 2ow would you describe FloraO
*5. =hy was Flora more acceptable to Ralph and his brothers as compared to the other
two stepmothersO
STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%e

P.I.E4S ST3/6 D T2E PA.*S .* !6 ).+E
Answer the followin& Guestions base" on Pi-ie4s Story' The Pains in !y )ife Write
*. =hy did .ixie call the .ayne family HThe .ain-O
(. =hat was the agreement made by %ad and ;ucy to .ixie when they buy the houseO
4. =hat made 2etty move from her sister-s bedroomO
75
$ave I
understood
Bright Minds
5. +n what way did 2etty drive .ixie madO
&. =hat was the first try made by .ixie to get 2etty out from her roomO
6. =hat present did .ixie give to ;ucy during 0hristmasO
7. 2ow would .ixie-s 9um react if she realises something is missing at her homeO
A. Read the extract below and answer the questions that follow"
;2nd as #or youK C t&ou"&t you %ere su--osed to +e an intelli"ent "irlK
*ut you still ana"e to %al( round t&is &ouse as i# you sin'erely and
&onestly +elie7ed t&at %it&out e and So-&ie and ,etty$ e7eryt&in" in
your li#e %ould +e &un(yBdoryK
S&e t&re% u- &er &ands.
;Go on$ t&en. Carry on. C used to it. Go on$ all t&ree o# you$ treatin"
e as i# C t&e only -ro+le in your li7es. Lee- on tellin" yoursel7es
t&at$ i# it %erent #or t&e :i'(ed Ste-ot&er$ e7eryt&in" %ould +e #ine.
Carry on li7in" in your drea %orldK

.-". 97B980
,a/ =hat does ;ucy mean when she said, He5erything in your life $ould be
hun%y-dory-O
76
Bright Minds
,b/ =ho are the Sall three of you8 that ;ucy is referring toO
,c/ =hat can you infer from ;ucy-s fury in the above extractO
:. Read the extract below and answer the questions that follow"
?ut instead he Dust got on with his own selfish, quiet life, pretending he didn-t
notice things, or leaving them for ;ucy, and never trying to sort out any of the
horrible, horrible mess he-d made by changing all our lives for ever.
?ut ;ucy Dust said to him coldly"
H.lease go away.-
9aybe she thought that he was interrupting. ?ut + don-t thin$ so. + see she was
Dust fed up with him forever staying out of things, and not facing up to what was
bothering everyone, and only creeping in when he thought the trouble was over,
and it was safe.

.-. 990
,a/ =hat made .ixie and ;ucy as$ %ad to go awayO
,b/ =hy was .ixie fed up with %adO
77
Bright Minds
*). Read the extract below and answer the questions that follow"
,a/ =hat is .ixie-s feeling in the above extractO
,b/ =hy did .ixie wish that she could come and live in her father-s house all the
timeO
,c/ =hat, on the other hand, ma$es .ixie want to go straight home and never
come bac$O
,d/ From the extract, what does the word it meanO
,e/ +n your opinion, why does .ixie hate anyone who calls her H=riscilla8O
**. Read the extract below and answer the question that follows"
78
H;ucy, what + said about not wanting to come except for not hurting %ad-s
feelings, that-s not exactly true. ometimes, when mum-s going on at me, + wish +
could come and live here all the time. o + can-t hate it that much.- + blew my
nose again. H+t-s Dust that, whenever 2etty teases me about my name, or
something, + want to go straight home again and never come bac$.-
HTeases youO About your nameO-
H0alls me J.riscillaM.-
;ucy loo$ed baffled.
H2ow is that teasingO-
9y tears welled up again
H=riscilla9- + wailed.
, p. *))/
Bright Minds
;So no% %ere +a'( e4a'tly &o% %e %ere +e#ore. =4'e-t t&at
e7eryt&in"s di##erent. C not -retendin" any ore. =7eryone (no%s
&o% C #eel and C (no% &o% t&ey #eel. :ere not -layin" ,a--y 3ailies
said Pi4ie.
?ased on the above extract, how did .ixie and her stepmother resolve their
differencesO
*(. =ho do you thin$ is to be blamed for the unhappiness in .ixie-s familyO 1ive a
reason to Dustify your answer.
*4. +f you are unhappy about something, is it good to let people $now how you feelO 1ive
a reason to Dustify your answer.
STEP BY WICKED STEP ASSESS'ENT/WORKSHEET 1%f

/35534S ST3/6 ( D1!PA4S T2E P/35)E!
Answer the followin& Guestions base" on /obbo4s Story ( Dumpa4s The Problem
Write your answer in the space provi"e"
*. 2ow old was Robbo when his dad and mum decide to splitO
(. Read the extract below and answer the questions that follow"
!ad 'ae +a'( a lot$ and 6u %ould send Callie and e out in t&e
79
$ave I
understood
Bright Minds
"arden$ %&ile t&ey stayed in t&e (it'&en$ ar"uin" and ar"uin". Callie
(e-t "oin" +a'( inside to try to a(e t&e sto-. *ut C just stayed out
t&ere$ (i'(in" t&e +all to ysel#$ o7er and o7er. 2nd a#ter a +it$ !ad
sto--ed 'oin" round$ and %e &ad to start 7isitin" &i at &is ne% -la'e
instead. C didnt ind$ +ut Callie &ated it. S&e said t&at it %as 'old and
nasty and &orri+le$ and t&e s&eets #elt #unny. S&e tells e t&in"s C ne7er
realised$ +ut$ on'e s&e;s 'oe out %it& t&e$ C (no% t&eyre true$ and C
'ant understand %&y C didnt %or( t&e out #or ysel# in t&e #irst
-la'e.

.-. 105 0
,a/ =ho came frequently to visit Robbo, 0allie and 9umO
,b/ =hy were 0allie and Robbo sent out to the garden when %ad cameO
,c/ =hat did Robbo and 0allie do when they were sent outsideO
,d/ =hy do you thin$ 0allie hated visiting %ad at his new placeO
,e/ +n your opinion, why did %ad stop visiting themO
4. =ho gave the nic$name HThe ?eard- to RoyO
5. =hat was 0allie-s first negative remar$ about RoyO
80
Bright Minds
&. ince %umpa was born, 0allie hated Roy even more. =hy did 0allie behave in such
wayO
6. Read the extract below and answer the question that follows"
!u-as t&e -ro+le$ you see$ &es only t&ree. 2nd &es t&e s%eetest
'&ild in t&e %&ole %orld. =7en Callie adits it. C ne7er t&ou"&t anyt&in"
a+out +a+ies till !u-a %as +orn. C t&ou"&t t&at t&ey %ere just +orin".
*ut %&en 1oy too( us to 7isit 6u in t&e &os-ital$ &e s'oo-ed t&is tiny
(nitted +undle out o# its little s%in"in" -lasti' tu+$ and -ut it in y
ars. 2nd suddenly it snee9edBt&e neatest little snee9e you e7er &eard
? and its eyes -oo-ed o-en in sur-rise$ and it stared u- at 1oy -eerin"
o7er y s&oulder.

.-. 1060
=hat was Robbo-s opinion about babies before %umpa was bornO
7. =hat ma$es 9um say that %umpa is Hdefinitely his dada8s son8O
A. =hy did Robbo feel li$e cheering the moment he $new Roy has returned homeO
:. 2ow did 0allie $now that Roy is lying about his sic$ motherO
*). =ho was responsible behind the idea of reuniting 9um and %adO
**. Read the extract below and answer the questions that follow"
81
Bright Minds
; 2s( your dad i# &ed li(e to &a7e you #or a 'ou-le o# e4tra days o7er
&al#Bter.
;)ell your u i# s&e needs soe ne% tyres on t&at 'ar o# &ers$ C (no%
a an %&o "ets t&e 7ery '&ea-ly.
; !ont #or"et to ta(e t&e s-are #ruit 'a(e round to !addys &ouse.
;:&y dont you "i7e 6uy t&ese -lant 'uttin"s 2nne Sue le#t e< C
(no% Cll ne7er ana"e to a(e t&e "ro%.
Callie %as "ettin" -retty 'on#ident no%.
*ut C %asnt nearly so sure. C re'(oned t&ere %as still a +i" di##eren'e
+et%een t&e t%o o# t&e tryin" to "et alon" li(e reasona+le -eo-le$
sendin" ea'& ot&er un%anted #ruit 'a(e and -lant 'uttin"s and t&in"s$
and t&eir %antin" to "et +a'( to"et&er in t&e sae &ouse.

.-. 111 0
,a/ =hat was 0allie confident aboutO
,b/ =hat was Robbo-s view about the incident aboveO
*(. =hat had happened between 0allie and Roy on %umpa-s fourth birthdayO
*4. =hat were 0allie and Roy arguing aboutO
*5. =hy did 9um refuse to let 0allie do as instructed by RoyO
*&. Read the extract below and answer the questions that follow
82
Bright Minds
H?ecause she-s not my daughterO +s that itO- 2e dropped 0allie-s wrist as if it had
scorched him. H=ell, let me tell you something, 2ope. +f +-m good enough to get up
half an hour earlier than + need every morning to drive her to school, and good
enough to wor$ overtime to pay for repairs to the roof over her head, and good
enough to trail round the supermar$et for her favourite foods, then +-m good
enough to stop her carelessly scratching my carP-

,pgs. **4!**5/
,a/ =hat is Roy-s tone in the above incidentO
,b/ %o you thin$ Roy is doing the right thing in the above incidentO 1ive a reason
to support your answer.
*6. Read the extract below and answer the questions that follow
?ut + was wrong. 0allie-s next words came out so muffled that neither of us could
hear them properly. ?ut they came out. 9um stopped the patting and loo$ed at
me. H=hat did she sayO- ometimes you have to ta$e a ris$ to finish the game. +
too$ a deep breath. H+ thin$ she probably said she wants to go and live with %ad.-
9um loo$ed as if +-d slapped her. H?ut 0allie doesn-t even li$e your father-s placeP
he says it-s cold and gloomy, and not li$e a real home at all.- 0allie Dust buried
her head deeper in 9um-s lap. o, once again, it was up to me.

.-"s. 123B1240
,a/ =hy couldn-t 0allie-s words be heard properlyO
,b/ =hat does Robbo mean when he said,- @ometimes you ha5e to ta%e a ris% to
finish the game-O
,c/ =hy did 9um feel li$e Robbo had Hslapped her-O
83
Bright Minds
,d/ %o you thin$ 0allie has made a good decisionO 1ive a reason to support your
answer.
*7. The phrase HDumpa8s the problem8 has been repeated many times in this story ,see
pages *)7,**(,**: abd *(&/. %o you thin$ %umpa-s the problem in this familyO 1ive
reason,s/ to support your answer.
*A. =ho is your favourite character in this storyO =hy do you li$e him#herO upport your
answer with reasons.
STEP BY WICKED STEP ASSESS'ENT/ ACTIVITY 1&

84
$ave I
understood
Bright Minds
5ase" on the novel of your choice= "iscuss the problems face" by a character
2ow "oes he9she overcome the problems?
+ormat of an acceptable response
*. tate the novel of your choice.
(. tate the tas$ you are wor$ing on.
4. 8laborate on the issue.
5. upport with evidence from the text
&. 1ive a simple conclusion.
S7eletal sample'
The novel + have chosen is Htep by wic$ed step- by Anne Fine.
+t is about problems teenagers face when changes ta$e place in their family
relationship.
>ne character in the novel is 0olin. 2e is unable to forget his H%ad- or stepdad.
%escribe the problem.
2ow did he overcome the problemO
0olin-s another problem is his mother.
%escribe the problem.
2ow does he overcome this problemO
=rite a conclusion.

Note" The response must be in prose and not in point form.
STEP BY WICKED STEP ASSESS'ENT/ACTIVITY 1(

85
$ave I
understood
Bright Minds
Describe a memorable event in the novel you have chosen What lessons has it tau&ht
you?
+ormat of an acceptable response
*. tate the novel of your choice.
(. Respond to the tas$ I describe an event.
4. tate the lessons you have learnt , at least two/..
5. 1ive a simple conclusion
S7eletal sample'
The novel + have chosen is Htep by wic$ed step- by Anne Fine. +t is about problems
teenagers face when changes ta$e place in their family.
>ne event in the novel is ...
%escribe the event.
tate the lessons you have learnt
=rite a conclusion.

Note" The response must be in prose and not in point form.
STEP BY WICKED STEP ASSESS'ENT/ ACTIVITY )
86
Bright Minds

The following are the novels studied in the literature component in 8nglish ;anguage"
tep by wic$ed step I Anne Fine
0atch <s +f Cou 0an I 0atherine 9ac.hail
The 0urse I ;ee u Ann
0hoose any one of the novels above and answer the question.
<se information from the novel to support your answer.
0ompare two characters in the novel you have studied. 2ow are they similar and differentO
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1111111111111111111111111111111111111111111111111111111111111111111111111
1111111111111111111111111111111111111111111111111111111111111111111111111
1111111111111111111111111111111111111111111111111111111111111111111111111
1111111111111111111111111111111111111111111111111111111111111111111111111
1111111111111111111111111111111111111111111111111111111111111111111111111
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87
$ave I
understood
Bright Minds
Answer 7ey
ACT.;.T6 % ' 3)D 2A/W.CK 2A))
Place settin&! in an old mansion
8vidence
a 4agged, stone to$er, strangled by i5y
a to$ering mansion $ith dunce-hatted turrets
Time settin& ! ;ong time ago
8vidence
The dust lay thic% A on shelf and des% and chair, on lantern and candelabra, on boo%s and
cushions Ae5en on the floor, $here the brash patterns pressed by the soles of their shoes
made them feel e5en more li%e trespassers 3t is Buite ob5ious to e5ery one of them that no
one had stepped in this room as long as anyone ali5e could possibly
Physical "etails I >ld 2arwic$ 2all
8vidence
no bell at the door
blac% and $hite tiled floor
has floor-to-ceiling loo%ing glass.
Prota&onist4s bac7&roun" settin& ! Richard 0layton 2arwic$ came from a rich family.
8vidence
2e had a gardener, 1eorge and a maid, ;ucy.
Cll he , Ralph/ could tell from loo%ing round $as that, $hen it $as left to spiders all those
years ago, the last child to sleep in that high, ornate bed came from a family $ith a mint of
money
Social settin& I 9ale dominated setting
8vidence
9r. 0oldstone is controlling everything inside the house. According to Richard, ?all of us
suffered Mr Doldstone8s anger ? and ? There $as a flash of anger in those ice-blue eyes
Cnd, $hen he spo%e, his 5oice $as e5en sharper than mine, $ith, 3 sensed, far more
practice
? Trust me,8 he $arned E3 shall ta%e time to mend your manners soon8
!oo" settin& I olemn, ad
8vidence
C dreadful silence fell upon our house The maids $ept in corners, my mother8s dar%
dresses
billo$ed as she hurried across landings, impatiently snatching from the ser5ants8 hands the
things she begged my father to lift his head from the pillo$s and try : poor thing indeed9 C
sip if $ater, a slice of peach, a tiniest fragment of dry toast
88
Bright Minds
ACT.;.T6 # ' T2E/E4S *3 P)ACE ).KE 23!E
0ompare your house with that of Richard.
/ichar"4s !ansion !y 2ouse
+t was built li$e a castle Jturrets, mansionM 0ondominium unit
pacious, many rooms Three rooms, living rooms on the same floor
=ithout much love 0osy, worn with love
Filled with history of ancestors of the same
lineage.
2istory of only one generation in picture
frames on the console tables
>verly lavish, proof of overabundant wealth 9oderate, rich only with love and history of
childhood of the past
ACT.;.T6 B ' ;3CA51)A/6 /353T
ACT.;.T6 < ' S.!.)A/ 51T D.++E/E*T
89
+ thin$ they had another
little spat last night .
, p. **(/
ar"uent
@uarrel
dis-ute
out+urst
disa"reeent
tal(
'onsensu
s
a''e-tan
'e
a"reeent
'onsensu
s
a''e-tan
'e
Bright Minds
ACT.;.T6 C ' A C2A*GE .* C2A/ACTE/
90
!"#$ P#%#&
,2S 2> C662)F1= 6D),=1
,is ot&er "ets in and out o# a
relations&i- #re@uently
%R8A9C
2e drifts through the hours of each school
day as if his thoughts were hundreds of
miles away.
e;F;8s
,e as(s #or 'as& instead o#
C&ristas -resents so t&at &e %ill
+e a+le to sa7e enou"& oney to
loo( #or &is ste-dad.
0><;% 18T A;>N1 =8;; =+T2
T8.%A%, 'A0@
The thing about %ad is you can tal$ to him.
,2S 2> C662)F1= 2>!
C>!C33=1=>) 32),=1
,er #at&er is sel#is& #or &e al%ays
-retends t&at &e did not noti'e
t&in"s
F+8RC
B&er ste-sisters dri7e &er u- t&e %all
B S&e alost doesnt %ant to +ot&er
to see &er #at&er anyore
Bs&e 'ant stand it %&en -eo-le
sneer at &er.
8;F+2
!+-d have a bedroom to myself
! %o you thin$ it would $ill him, %ad/ to try
and stic$ up for me once in a whileN.O
0><;% N>T 18T A;>N1 =8;;
=+T2 T8.9<9, ;<0C
! HAnd + didn-t choose you, either,-
;ucy pointed out. H?ut + still try to get
along with you.-
Bright Minds
C,212C)=1S >26=
91
Claudia
1&FOR& AFT&R
$ow does the
at the beinnin o!
the story/
After 0laudia-s parents- divorce,
%ad finds a girlfriend, tella.
0laudia feels disloyal to her
mum whenever she has a good
time with her father and his new
girlfriend. 0laudia becomes
hostile towards tella,
disregarding all the latter-s
effort to warm up to her.
$ow does the
at the end o! the
story/
After seeing her father-s
friends- treatment of
tella, 0laudia realises her
own rudeness and she comes
out of her closet by wearing
the green pyDamas given by
tella.
*A2S&
0hat causes the
character to
chane/
0laudia sees her dad-s
friends ignoring tella and
she realises that it is
Hrude- of them to behave
in such a manner.
Bright Minds
ACT.;.T6 J ' C2A/ACTE/ C15E
NA98 >F 02ARA0T8R " C3).*
PA*E) S1GGESTED A*SWE/
.AN8; * 0>;+N- T>RC I T28 ?;<8?+R% >F 2A..+N8
.AN8; ( 0>;+N !;oving, 2opeful, <nderstanding, .atient, 9ature,
Tolerant
.AN8; 4 *. 9um leaves %ad a few wee$s after 0olin was born.
(. 9um ta$es up with new dad, 'ac$
4. 9um and 0olin leave 'ac$ in a flit , hurry/
5. 0olin misses 'ac$ and wows to reunite with him one
day
.AN8; 5 0olin does not give up hope of being reunited with his
stepdad, 'ac$.
.AN8; & J+t isn-t a story,M said 0olin. JThere isn-t anything to tell. =e
Dust went on.M
The Question +-d li$e to as$ 0olin I=ould you leave your
own 9um so that you can live with stepdad, 'ac$O
.AN8; 6 , Any possible and reasonable answers for the three
questions /
ACT.;.T6 K ' T/ACE T2E STEPS
*A!E 3+ C2A/ACTE/ ' /3553
The +irst Step ( E-position
Robbo-s parents divorce and mum marries the ?eard, Roy. Robbo-s sister, 0allie
does not get along well with stepdad, Roy. The situation worsens when his
stepbrother, %umpa is born.
The Secon" Step D Conflict or Problem
9um and Roy have constant arguments. This is because 9um has to be the umpire
between 0allie and Roy. As a result of that, their relationships are on the roc$.
The Thir" Step ( Clima-
Roy and 0allie have a big row. 2e also finds out that Rob is also having a hard time
trying to fit in, Dust li$e 0allie trying to come to terms with steps. Robbo realises that
%umpa-s the problem why Roy did not leave them.
The +ourth Step ( /esolution
Robbo-s sister decides to move to his %ad-s house to give 9um and stepdad, Roy a
breather.
92
Bright Minds
3r
*A!E 3+ C2A/ACTE/ ' /.C2A/D 2A/W.CK
The +irst Step ( E-position
Richard-s father dies.
The Secon" Step ( Conflict
2e notices that his mother is having an affair with the Reverend 0oldstone. The
Reverend is in fact living in their house and ta$ing responsibility as a stepfather.

The Thir" Step D Clima-
2is house was li$e a tomb. Richard leaves the house. 2e feels that his presence is
not wanted by his mother.
The +ourth Step ( /esolution
2e returns to his home upon seeing the advertisement as$ing him to come bac$.
2e finds a letter From 0harlotte. 2e feels remorse and is contemplating whether to
stay or leave.
ACT.;.T6 ? ' P.CK.*G 1P ;A)1ES
Accept any reasonable answer in the format of a letter
ACT.;.T6 L ' !A.* .DEAS
Put a ti'( . 0 in t&e +lan( 'olun i# t&e ain idea 'an +e #ound in 255 t&e si4
storiesA7i"nettes.
The'es
1. Peer -ressure
2. 5o7e and 'are

3. )eena"e -ro+les
4. =##e't o# -arental di7or'es

5. 3aily relations&i-

6. )&e 7irtue o# toleran'e

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

8. )&e need to e4-ress your 7ie%s

9. C&ild a+use
10. 3riends&i-
93
Bright Minds
Put a ti'( . 0 a"ainst ea'& story %&i'& &as t&e "i7en t&ee. )&en '&oose a
si"ni#i'ant idea t&at &as +een introdu'ed +y t&e aut&or %&i'& &as le#t a dee-
i-ression on you. Gi7e reasons #or your '&oi'e %it& su--ortin" in#oration
#ro t&e no7el.
)&ee
Stories o#:
1i'&ard
,ar%i'
(
Claudi
a
Colin 1al-
&
Pi4ie 1o++o
*ro(en 3aily

*ein" +ra7e

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

)&in( +e#ore a(in" a
de'ision

)&e need #or toleran'e

ACT.;.T6 %$ ' W2AT4S T2E P/35)E!?
*o Story Problem
* Richard 0layton 2arwic$ I 9y tory.
Read and =eep
2e could not get along with his stepfather
and so he ran away from home.
( 0laudia-s tory " 1reen .yDamas
0laudia feels disloyal to her mum whenever
she has a good time with her father and his
new girlfriend. 0laudia becomes hostile
towards tella, disregarding all the latter-s
effort to warm up to her.
4 0olin-s tory " The ?luebird of
2appiness
0olin and 9um leave 'ac$, the only Hfather-
figure 0olin ever $new. This causes him to
miss 'ac$ so badly that it hurts. 2e is still
pining for 'ac$ and hopes to save enough
money one day so that he can be with his
stepdad again.
5 Ralph-s tory" A Tale of Three
tepmothers
2e has to deal with too many step family
members and relatives as a result of his
immature parents- decisions.
& .ixie-s tory " The .ains in 9y ;ife
he has to deal with two really irritating
stepsisters and a father who pretends he
doesn3t notice how difficult things are for
her.
94
Bright Minds
6 Robbo-s tory " %umpa-s The
.roblem
Robbo and his sister, 0allie always thin$
that the birth of their stepbrother, %umpa
has caused numerous problems between
them and their stepfather, Roy. =hen the
relationship between Robbo-s mother and
Roy is on the roc$, Robbo realises that Roy
does not move on because %umpa-s the
problem. Finally, Robbo realises that his
mother is always stuc$ in between when
0allie and Roy quarrel. This has caused
mum and Robbo-s stepfather to be upset.
95
My proble' is no+ody
sees to +e t&in(in" a+out
e so C al%ays #i"&t %it& y
ste- sisters$ So-&ie and ,etty
Payne. Dne day C &ad a +i"
#i"&t %it& y ste-ot&er$
5u'y. :e -our out our
#rustrations o# &a7in" to
a''e-t ne% e+ers o# a
#aily. 2#ter a &eartBtoB&eart
tal( %it& &er$ C realise t&at it
is all +e'ause y #at&er %&o
is Msel#is&$ al%ays -retendin"
&e didnt noti'e t&in"sN and
%&o %ould just de'ide to
Mstay sa#ely out o# t&in"s$ as
usualN lea7in" +ot& 5u'y and C
to sort out t&e ess.
Bright Minds

,i4ie
RRRRRRRRRRRRRRRRRRRRRRRRR
,Name of character/
ACT.;.T6 %% ' T2E!E .T A))
96
+amily unity
The nucleus of moral values, Jthe family unit,M is being invaded by outsiders ,Hstep- or
Hsteps-/ and this causes disharmony.
+amily relationships
0oping with new family members, for example .ixie understands that her new stepmother
is having as much trouble HadDusting- as she is.
Dealin& with a"versities
Coung children and adults may find difficulties dealing with frustrations, fears and sadness.
5ein& happy
H;ife has dealt us one hard blow, there is no reason for us to be unhappy for ever-. For
example, 0laudia realises it is not fair to hate her new stepmother, tella.
Bright Minds
ACT.;.T6 %# ' +ACE533K
Accept any reasonable answer
ACT.;.T6 %B ' )33K.*G 31T DE;.CES
Simile
*. ;i$e someone stepping on stones over a river with water raging on both sides ,p. (*/
(. =hen a great ship strains at the tide, and needs a cabin boy, nobody as$s the lad
who spea$s as roughly as a gardener-s son, and claims to be %ic$ %igby, whether
his mother $nows he-s off to sea. ,p.(&/
4. ... dressed blac$ as a bat ,p. *6/
5. he ,2etty / is still wary of me, and + still get on with her that bit better when all the
lights are out, and + don-t have to watch her coc$ing her one side and fiddling with her
hair or rolling the cat li$e a sausage across the downie ,p.*)4/
&. +t was li$e the Arctic. ,p A7/
6. ;i$e leftover shoved in a fridge ,p. (/
7. N.as narrow as the ones that archers usedN ,p. A/
A. Nover a blac$ and white tiled floor that loo$ed li$e a huge chec$erboard glaEed N
,p. 5/ tight little circle, li$e campers round a N,p. 6/
:. he pic$ed her wayN..li$e someone stepping N.,p. (*/
*). And +-d Dust stare down at my plate on my face that said, plain as day, with a loo$
H=hy should youO-
2yperbole
*. As the driver swung the minibus ,p. */
(. 'ust as if the dull!loo$ing binder on the des$ was a delicious birthday ca$e ,p. *)/
4. No tearsP + would have found obedienceN.2ow many nights my pillow would become
a flood ,p.*7/
97
Thin7 lon& enou&h before ma7in& a "ecision
Richard 2arwic$ made a rash decision to run away and that had changed the lives of his
stepfather, mother and sister.
Siblin& rivalry
Resentful step!siblings cause burden and hostility in a home.
Copin& with chan&e
All pain eventually heals and that we have the power to change things for the better.
5ein& brave
0haracters li$e 0laudia and .ixie are brave as they confess to their own rotten behaviour.
Bright Minds
5. 2ow many cloudless afternoons + was to water with my private showers ,p. *7/
Personification
*. Flinching as the twisted fingers of trees scraped at the glass ,p. (/
(. And then another flash shot generously across the s$y ,p. 7/
4. The wind still whistled through the tree, but in the room the silence is palpable ,p. 45/
/epetition
*. H+t isn-t a story,- said 0olin. HThere isn-t anything to tell. =e Dust went on.- ,p.&*/
(. HThere isn-t a story,- said 0olin. ,p. &4/
4. HThere isn-t a story,- said 0olin. H=e Dust went on.- ,p. &6 /
5. H +-ve told you,- said 0olin. -There isn-t story. +t-s Dust that, as we went on, + started
getting into trouble at schoolN-
&. H%umpa-s the problem- ,pgs *)7,**(,**: and *(& /
ACT.;.T6 %< ' /EA) ).+E /EA) PE3P)E
, Accept any reasonable answer ! the answer depends on the real!life character a student is
relating to./
ACT.;.T6 %C ' T2E /.PP)E E++ECT
98
Bright Minds
ACT.;.T6 %J ' T2E W/.TE/4S !AG.CA) T33)S
E-ample from te-t )iterary Device /eason
Nfrom stepping silently past doorways,
and moving li$e a shadow through the
house,N
imile the usage of the word Hli%e8
.No tearsP + would have found
obedienceN.2ow many nights my pillow
would become a flood
2yperbole Flood I An exaggeration to
the amount of tears
N+ stood li$e a trespasser in the shadow of
the lime wal$, and watched the house
simile the usage of the word li$e
Nhe shoo$ his griEEled head as to tell
himself he was a foolish old man dreaming
of better times,N
simile the usage of the word as
%umpa-s the problem- ,pgs *)7,**(,**:
and *(& /
repetition Repeated to emphasise the
point that %umpa causes
all the unhappiness.
>utside, the wind still whistled through the
trees,N
personification the wind was given human
attribution as it whistled.
ACT.;.T6 %K ' 2A;E . 1*DE/ST33D
Activity %Ka
/.C2A/D C)A6T3* 2A/W.CK D !6 ST3/6 ' /ea" an" Weep
*. >ld =arwic$ 2all
(. The setting of the old haunted hall was so unfriendly and completely uninvitingG even
if one was to go there to distribute free things.
4. The author uses the expression J...leftover pupils...M I perhaps to mean that they had
been herded into the minibus when the school bus had been too crowded.
5. The chapel has dangerously sleep slopes and could be dangerous for the children. +f
seen there, the children will be sent home for a wee$ even if there was school.
&. .ersonification of these items
6. .ixie, li$e the other children, was probably scared to be in the building and the storm
out there was not ma$ing things any easier too. 2ence, they preferred to be together
as numbers proved it is safer.
7. 0olin discovered the door and it led into a tiny room , A tower off a tower/
A. Nobody had entered the room for a very long time.
99
Bright Minds
:. The heavy drapes, the plain dar$ coverlet, and the high ornate bed gave the
impression that the room had belonged to someone from a wealthy family.
*). +f 9iss >-%ell found them asleep in the same room, she would not separate them.
**. he was upset because they had been ta$en out of the school bus and furthermore,
she did not want a bed next to hreela.
*(. 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.
*4. 9iss >-%ell felt that the five must have had something in common to be chosen to be
together in the minibus.
*5. The story of his life, as he writes it, is sad and reveals of the pain of the $nowledge of
his dying father and the intrusion of 9r. 0oldstone into the family.
*&. 2e is harsh towards Richard, demanding the young boy to be in his best behaviour.
*6. =hen Richard is told not to cry, he is anguished because he has been weeping with
the $nowledge that his father is about to die.
*7. That his father had told him to ta$e 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.
*A. 2e wishes for his father to wa$e up from the grave and tell him that all things in the
house has gone wrong since the father-s death. That he ,Richard/ had practically
become a stranger in his own house.
*:. 0oldstone remar$s that 0harlotte is giddy and that Richard is wild. 2owever mother
does not defend them.
(). 2e thin$s that the school is an evil place I he has only learned to freeEe, starve and
be beaten and bullied there.
(*. he tells her brother that their mother is doing all this to ma$e Richard grow up
strong and manly.
((. 2e accuses her of forgetting their father
he reasons that the father is dead and gone and that there should be no reason for
them to be unhappy forever.
(4. 2is mother would find life more pleasant without his sul$s and scowling face
reminding him of how she was a traitor to her father-s memory and 0harlotte would
surely learn to live again.
(5. They all have a second home address.
(&. No one should ma$e decisions that will change the lives of everyone around them
without thin$ing about it for a long time , or any other acceptable answer /
Activity %Kb
100
Bright Minds
C)A1D.A4S ST3/6 D G/EE* P6HA!AS
*. he complained that he spent all his time running the cafT and hardly ever see him.
(. They had a huge row with %ad and for the first time, they heard about tella.
4. 2e thought 9um might $ill him.
5. he loo$s sort of plain and mousy.
&. he would spend hours reading in the bedroom, and the rest of the time $eeping
busy in the $itchen.
6. he is rude. he should not be rude as tella is trying to be nice to her. #
he may be rude. he has every reason to be so. No one could accept a step
especially when 0laudia, who is trying to come to terms with her parents- divorce not
long ago # or any acceptable answer
7. he could not bear to sit there having a perfect normal time with %ad and tella while
her 9um was at home frantically cleaning out the gerbils, or rinsing the glass wall
light shades under the taps, or hosing mud off the steps.
A. A pair of green pyDamas.
:. he did not want to hurt her mum the way her %ad had.
*). he hated her because if tella had not come along, %ad would have stayed with her
and 9um.
**. he noticed that 0laudia had not worn the green pyDamas she bought for the latter.
*(. he was nervous as %ad-s friends would be watching her closely, wondering if they
would li$e her, trying to wor$ out why %ad had left home for her, and if she-d be a
wic$ed stepmother to me.
*4. he tuc$ed 0laudia in bed as if she were a baby.
*5. he was eavesdropping the conversations throughout the meal.
*&. They tal$ed about everything but not a word about 9um, or %ad, or 0laudia or tella.
*6 They treated her as if she were some $ind of ghost.
*7. They were plain rude.
*A. he decided to get to wear the green pyDamas tella bought her and got to the dining
room to Doin in the supper.
*:. They began to tal$ to her # 9ary as$ed tella where she had found such lovely
pyDamas while 1eorge said it was clever for her to get the right siEe for 0laudia.
(). he was nervous to meet %ad-s friend # he has given time to 0laudia and %ad-s
friends to accept her , or any acceptable answer/
101
Bright Minds
(*. ;ife has dealt 0laudia one hard blow but there is no reason for her to be unhappy
forever. he has to move on to be happy. he came out from behind the fern, and
stood in her pyDamas at the top of the stairs, where everyone could see her
or
he didn-t bother to eavesdrop more than a few minutes longer. This indicates that
0laudia has come out of her hiding , from reality/ and she needs to move on , or any
acceptable answer /
Activity %Kc
C3).*4S ST3/6 D T2E 5)1E5./D 3+ 2APP.*ESS
*. 2is mother left his father a few wee$s after he was born.
(. he said that he was a bit of a rough!house and they were safer away from his real
dad.
4,a/ ?oth of them have dar$ hair.
4,b/ 2e $nows the words of practically every song and he rolls is own cigarettes out of
tobacco in a tin.

4,c/ The dogs li$es him # 2e is friendly and li$eable # %ogs can sense a good man# Any
acceptable answer
5. 2e claims that his father has a billion names for him including 0ol, 0ollie, onny!boy,
?uster and 9r ?luebird.
&. At the school canteen
6 2e does not feel as though his stepfather is not his real father for 'ac$ is the only father he
has $nown.
>R
2e accepts his stepfather as his real father because this father treats him li$e his
own son.
7,a/ 2e does not want his mum to find out.
>r
2e is afraid that his mother will find out that he still thin$s about his father.
7,b/ 2is father li$es to roll the cigarette and the smell of tobacco will remind 0olin about
him.
7,c/ 8ven though they $now what 0olin has done is a bit weird but they feel sorry for him.
+t feels real and upsetting that 0olin cannot reunite with his %ad.
>R
The others can relate to his feelings.
7,d/ No, he $eeps doing things that his %ad used to do li$e ta$ing out the tobacco tin and
humming their favourite song. , or any acceptable answer /
A. 2e will always secretly snea$ his father-s name and their old address onto all the
forms for school.
>R
2e is still saving up money in order to find him one day.
>R
102
Bright Minds
Any acceptable answer
:. After listening to 0olin-s story, Ralph finds that 0olin-s stepfather deserves to be
called dad because he has treated 0olin well.
>r
0olin really loves him.
>r
Ralph is assured that 0olin-s %ad is li$e a real dad.
*). Five years ago. 0olin will # will not find his father someday becauseNNN, accept
any reasonable answer /.
**. Any acceptable answer.
*(. ?;<8?+R% >F 2A..+N8
,=ords by 8dward 2eyman and 2arry .arr %avies # 9usic by andor 2armati/
Art 9ooney K 2is >rchestra ! *:5A
,verse/
The beggar man and his mighty $ing are only diff3rent in name,
For they are treated Dust the same by fate.
Today a smile and tomorrow tears,
=e3re never sure what3s in store,
o learn your lesson before too late, so
,refrain/
?e li$e +, hold your head up high,
Till you find a bluebird of happiness.
Cou will find greater peace of mind
@nowing there3s a bluebird of happiness.
And when he sings to you,
Though you3re deep in blue,
Cou will see a ray of light creep through,
And so remember this, life is no abyss,
omewhere there3s a bluebird of happiness
*4. The mythology of the bluebird of happiness has deep roots that go bac$ thousands
of years. +ndigenous cultures across the globe hold similar myths and beliefs about
the bluebird. +t is a widely accepted symbol of cheerfulness, happiness, prosperity,
hearth and home, good health, new births, the renewal of springtime, etc. Firtually
any positive sentiments may be attached to the bluebird.
+n 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.
, ource" http"##en.wi$ipedia.org#wi$i#?luebirdRofRhappiness /
Activity %K"
/A)P24S ST3/6 D A TA)E 3+ T2/EE STEP!3T2E/S
1. The third aturday in the month.
(. There were too many details.
103
Bright Minds
>R
he could not $eep up with the series of days when Ralph stayed with his 9um and
%ad.
>R
Ralph had too many relatives and his story had too many details.
>R
There were too many names to remember.
4. +f he was carrying a 9ic$ey lunchbox, it meant that he was supposed to go home to
his mother. +f he was carrying a %umbo lunchbox, it meant that he was supposed to
go to his dad-s place
>R
Ralph would loo$ at his lunchbox and he would $now which house to go toG %umbo
means %ad and 9ic$ey means 9um.
5. Annabel
>R
tepmother Number >ne
&. he went with them everywhere
>R
he never left them alone with their dad
>R
They thought it was unfair that she spent so much time with their dad.
6. Annabel disli$ed DaEE.
>R
2e wanted to please Annabel.
7. Their mother was varnishing floors and she didn-t want ?randy to leave paw mar$s
on the newly varnished floors.
A. ?randy the cat curled himself up comfortably and sat on her bread dough. Cet %ad
stood up for ?randy. 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 @ing Arthur.
9. he was strict li$e a prison warden.
>R
he was very $een on rules.
>R
he had rules for everything.
10. he brings order to their family
>R
he is good at planning and scheduling things
**. Ralph-s parents too$ advantage of her.
12. he thought that it was too good to give up
>R
the schedule was helpful to her.
104
Bright Minds
*4. Free spirited
>R
%isorganiEed
>R
Fibrant personality
>R
8xtroverted
*5. Accept any reasonable answer with Dustification.
Activity %Ke
P.I.E4S ST3/6 D T2E PA.*S .* !6 ).+E
*. .ixie found that they were awful and they drove her up to the wall.
>R
he disli$ed her stepsisters, ophie .ayne and 2etty .ayne.
(. They agreed that she would have her own bedroom.
4. They had a big fight and 2etty smashed her sister-s little glass animals.
5. .ixie hated the way she coc$ed her head on one side and fiddled with her hair.
&. he tried haunting 2etty by ma$ing some noise between the two beds.
6. oap
7. =henever she notices something is missing, she Dust $eeps on and on at her about it
until .ixie brings it bac$.
A,a/. 8verything will be all right as though nothing unpleasant had happened.
A,b/ %ad, 9um and .ixie
A,c/ he is trying to pour out her feelings.
>R
he is trying to ma$e a point that she is not the problem of all the unpleasantness in
the family.
>R
he is also trying very hard to ma$e things wor$.
>R
Any acceptable answer
:,a/ .ixie felt that he was interrupting.
:,b/ he was Dust 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.
*),a/ Remorseful
>R
ad
>R
Apologetic
*),b/ =hen her mum $ept going on at her.
105
Bright Minds
>R
he was unable to endure her mum-s nagging.
*),c/ =henever 2etty teases her about her name.
*),d/ taying with her %ad, ;ucy, ophie and 2etty.
>R
The idea of coming to her father-s house.
*),e/ he feels that the name does not suits her.
**. ?y not pretending anymore
>R
?y saying out how one feels
>R
?y having a heart!to!heart tal$
*(. Accept any reasonable answer.
*4. Accept any reasonable answer.
Activity Kf
/35534S ST3/6 ( D1!PA4S T2E P/35)E!
*. ix years old.
(,a/ %ad
(,b/ %ad came to discuss with 9um and it always turned into heated argument so they
did not want 0allie K Robbo to hear it.
>R
To allow their parents to settle their problems.
(,c/ 0allie tried to ma$e her parents stop fighting while Robbo would $ic$ the ball to
himself, over and over.
(,d/ 0allie said that %ad-s place was cold, nasty, horrible and the sheets felt funny.
(,e/ 2e was tired of arguing with 9um.
>R
2e did not want to upset the children.
4. 0allie
5. E;ur dad $ent out to $or% for years and years to pay for a nice house and all the
funiture, and no$.The !eard8s mo5ed in and ta%en e5erything, and it8s not fair8
&. Roy was always giving orders#instructions to 0allie and Robbo, plus he acted li$e he
was their biological father.
106
Bright Minds
6. 2e Dust thought that babies are boring#2e thought nothing about them.
7. =henever %umpa hears Roy returns home through the gate, he will struggle and
leave whatever he is doing Dust to be with Roy.
A. Robbo could not stand listening to %umpa-s whimpering since Roy left home
temporarily.
:. he noticed that Roy had rushed off to hospital without a phone call and there was
no phone call from Roy. he only heard lots of hissy whispering, and 9um had red
eyes and she was more polite to %ad on aturday morning.
*) 0allie
**,a/ he was confident that her 9um and %ad will be reunited soon.
**,b/ Robbo felt that there was a big difference between people trying to get along and
people wanting to get bac$ and living together.
*(. A big or heated argument happened between 0allie and Roy
*4. Roy caught 0allie trying to push her bi$e down the narrow space between the
bushes and his car. Roy warned 0allie to stop or she might scratch his car.
*5. 9um understood or $new 0allie better and 0allie could not be instructed all the time.
>R
0allie was stubborn.
*&,a/ Angry
>R
<pset
>R
+mpatient
>R
Furious
*&,b/ Ces, because he had done his part to ta$e care of 0allie.
>R
No, he should not be physical when teaching a child as stubborn as 0allie.
>R
Any acceptable answer.
*6,a/ The way 0allie-s uttered her words are not clear
>R
muffled
>R
soft
>R
almost whisper.
>R
he was sobbing
*6,b/ >ne has to ma$e drastic decision
107
Bright Minds
>R
ris$y decision to put things bac$ in order.
>R
>ne has to ma$e painful decision for a happy ending.
>R
omeone must sacrifice if one wants a happy ending.
*6,c/ =hen Robbo mentioned that 0allie might want to move in with %ad
>R
he didn-t believe what Robbo have said about 0allie.
>R
he was ta$en abac$ by what Robbo had saidn about 0allie wanting to go and live
with %ad.
0allie-s decision to live with %ad.
*6,d/ Ces, 0allie would rather stay with her %ad than to be unhappy living with Roy.
>R
No, 0allie should learn to be more forgiving and understanding.
>R
;ife has dealt us one hard blow but there is no reason for us to be unhappy forever.
*7. Accept any reasonable answer.
*A. Accept any reasonable answer.
ACT.;.T6 %? ' 2A;E . 1*DE/ST33D
ee s$eletal sample given in Activity (&
ACT.;.T6 %L ' 2A;E . 1*DE/ST33D
ee s$eletal sample given in Activity (6
ACT.;.T6 #$ ' 2A;E . 1*DE/ST33D
Compare an" contrast two characters
The novel + have chosen is Htep by wic$ed step- written by Anne Fine. 0olin and
0laudia are the two characters + have chosen to compare and contrast. Although they are
two differing characters, they also have some similarities.
?oth 0olin and 0laudia come from bro$en or separated families. They both have
step parents. 0olin-s mother has left his biological father and Stoo$ up- with 'ac$. 'ac$ is the
only Hfather- figure 0olin ever $now. 2owever, 0olin-s mum leaves 'ac$ after a while. This
causes him to miss 'ac$ so badly that it hurts. >n the other hand, 0laudia-s father has left
her mother for another woman, tella. he feels disloyal to her mum whenever she has a
good time with her father and tella. ?oth 0olin and 0laudia really want their parents to
reconcile as they pine for how it used to be when they were happy.
0olin and 0laudia also do not adapt to the drastic changes their families undergo.
0olin-s unwavering loyalty and want for his Hdad- to be bac$ and 0laudia-s misguided loyalty
108
Bright Minds
to her mother shows that these two characters find difficulties dealing with changes. There
are frustrations, fear and sadness. Furthermore, both 0olin-s and 0laudia-s mothers do not
ta$e their emotions into consideration. +t is as though everything is only happening to them,
and will never have an impact on the children.
2owever, 0olin and 0laudia are mar$edly different individuals. They deal with the
changes in their respective families differentlyG 0olin is portrayed as a boy always pining for
his Hfather- even after five whole years. 2owever, 0laudia becomes hostile towards the new
lady in her life, tella, disregarding all the latter-s efforts to warm up to her.
?oth 0olin and 0laudia have different personalities too. 0olin is a dreamer who
dreams of an ideal life where his Hdad- and mother will be together forever and happy. 2e
secretly $eeps his Hfather-s- tobacco tin and saves money so that he can loo$ for him one
day. This ma$es him too depending on his stepdad and emotionally attached to him. This is
probably due to the fact that he needs love from a man called Hfather-. 0laudia is more of a
sensible and rational person. After seeing her dad-s friends ignoring tella and Dudging it as
Hrude-, she goes to compliment tella on her stellar choice of green pyDamas. 0laudia is more
independent and is not afraid to voice her opinions. <nli$e 0olin, 0laudia is brave in coming
to terms with her parents- separation. he is independent and not afraid to voice her
opinions.
8ven though they experience bro$en family relationships and find it difficult to accept
changes, the way 0olin and 0laudia accept new additional member of the family is different.
They have different views in accepting reality and this has made the story more inspiring and
colourful.
109
Bright Minds
)lossary
astonished v. amaEed
Aura n. a distinctive but intangible quality that seems to surround a
person or thingG atmosphere"
?rash adD. self!assertive in a rude way
0andelabra n. traditional term for a set of multiple decorative candlestic$s,
each of which often holds a candle on each of multiple
arms or branches connected to a column or pedestal.
0ripes punc. ;ld-fashioned slang an expression of surprise
%andelion n. a 8urasian plant (Tara>acum officinale) of the composite
family having many!rayed yellow flower heads and deeply
notched basal leaves.
%oddery adD. slow and unsteady
%olefully adD. sorrowfully, mournfully
%roning adD. spea$ing tediously in a dull monotonous tone
%windling n., v. becoming gradually less
Firebrand n. a person who causes unrest or is very energetic
Forlornly adv. .itifully sad and abandoned or lonely
fudging v. to ma$e or put together dishonestly or carelessly
110
Bright Minds
gaol ,!rit/ n. Dail
2orrid adD. causing a feeling of horror
malevolent adD. wishing evil or harm to others
9alevolent adD evil
9idshapen adD. badly shapedG deformed
misbegotten adD. unlawfully obtainedG badly conceived, planned, or designed
moonbleached adD. white li$e the moon
Niggling adD. petty, especially in a nagging or annoying wayG trifling or
overly concerned with detailsG exacting and fussy.
.alpable adD. able to be touched or felt
poc$ mar$ n. a crater!li$e scar left on a person3s face, normally caused
by acne.
Rapturous adD. experiencing or manifesting ecstatic Doy or delight
Ratty adD. dilapidatedG shabby.
rec$oned v. expect, believe
ridiculous adD. pathetic, silly
Rivulets n. small streams of liquid
scorn n. contemn, despise, disdain
eraphic adD. of or resembling a seraph ,a celestial being having three
pairs of wings/G blissfully sereneG rapt
seraphic adD. angelic, angelical, cherubic, sweet
hrubbery n. an area in a garden planted with shrubs.
inister adD. giving the impression that something harmful and evil is
happening or will happen
liver n. thin, narrow
nide adD. expressive of contemptG criticalG sneering
nigger v. a disrespectful and quiet laugh
norted v. an explosive sound made by the sudden forcing of breath
through a person-s nose, used to express indignation,
derision or incredulity
pindly adD. wea$ or lac$ing solidity in construction
<nhinged v. mentally unbalanced
Fivid adD. powerful
=istful adD. showing sadness or unhappiness.
%andelion eraphim

111
Bright Minds
,anel o!
0riters
!oordinators
Diana +atimah 5t Ahma" Sahani ?ahagian .embangunan @uri$ulum, @.9
!asreen Wir"a 5t !ohamma" Ali @ementerian .elaDaran 9alaysia
Ten&7u .reneMa !arina Tun7u !aMlan Aras 5!A, ?lo$ 8:
Eileen Hessie Ah Guan @omple$s @eraDaan .arcel 8
*& 6ew Kee .usat .entadbiran @eraDaan .erse$utuan
6(6)5 .utraDaya
Himmy Then Choon Hin& 9@ ?intulu, .eti urat :7
:7))7 ?intulu, arawa$.
Panel of Writers
6on& Wai 6ee 9@ eri 2artamas, 'alan 5A#7)A,
,.anel 2ead/ %esa ri 2artamas, &)5A) @uala ;umpur.
;asantha !allar a9p *aren"ran 9@ Fictoria, 'alan 2ang Tuah.
&&()) @uala ;umpur
*orfi"Mah !oh" *or"in 9@ Taman 9elawati, Taman 9elawati,
&4*)) 1omba$, elangor.
*orrol Sham !oh" 6unus 9@ RaDa .uan 9uda Teng$u FauEiah,
)(()) @a$i ?u$it .erlis.
+athur /a"Mi bin Che !ohamma" 9R9 Alor 1aDah, ;ot *7(), 9u$im Air .a-abas
7A))) Alor 1aDah, 9ela$a.
Diana Ten& 5t Ab"ullah 9@ 2orley 9ethodist, 'alan RaDa 9usa,
46))) Telu$ +ntan, .era$.
Anbala&an !unusamy 9@ t. Andrew 9uar, .** 'alan 2ashim,
A5))) 9uar 'ohor.
/asyi"i 5in !uhamma" /a"Mi 9R9 Taiping, 'alan ?u$it ;arut,
112
Bright Minds
45))) Taiping, .era$.
113
Bright Minds

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