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Novels
Catch us if you
can
Table of Contents
Synopsis
Elements
Activities
Assessment
Answer Key
Glossary
Appendix
Panel of writers
0
DRAFT
Introduction
CATCH US IF YOU CAN
NOVEL
What is a novel?
Only in a novel are all things given full play D ! "a#rence
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$.com %ate accessed " &
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'uly ()*)
" http"##www.wi$ipedia.org#wi$i#Novel %ate accessed " &
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'uly ()*)
1
Crriclm !evelopment !ivision"#inistry of Edcation #alaysia" $%&%
The elements of a novel inclde the followin'(
i" Plot ) the structure of a novel. +t shows the arrangement of events and actions within
a story ,please refer to notes on Freytag-s .yramid below for details/.
ii" Settin' ) the time, place, physical details, and circumstances in which a situation
occurs. etting enables the reader to better envision how a story unfolds by relating
necessary physical details of a piece of literature.
iii" Theme ) is the main idea, or message, of an essay, paragraph, or a boo$. 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 and 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'a'e ) sed by athor to reveal the theme and prpose of the novel"
2
+otes on ,reyta'-s Pyramid
Gstav ,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$e the one shown here"
*. Exposition" setting the scene. The writer introduces the characters and setting,
providing description and bac$ground.
(. .ncitin' .ncident" 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. Climax" 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 $now that the story
will soon end.
6. /esoltion" the character solves the main problem or someone usually solves it for
him or her.
7. !0noement" (a French term, pronounced: day-no-moh) the ending. At this point,
any remaining secrets, questions or mysteries which remain after the resolution are
solved by the characters or explained by the author. ometimes the author leaves us
to thin$ about the T2898 or future possibilities for the characters.
3
Author$s
%ac&ground
CATCH US IF YOU CAN
NOVEL
4
0atherine 9ac.hail , born (& 'anuary *:56, 1reenoc$/ is a cottish!born author, who
has an established reputation as a writer of gritty, urban stories that tac$le emotional and
contemporary issues that eventually wor$ towards a positive solution. Although she has
had ;obs ,assembling computers for +<9 and as a housewife/, she always wanted to be a
writer. 2er first published wor$ was a sort of =twist!in!the!tale= story in Titbits, followed by
a story in the unday .ost.
+n addition to writing boo$s for children around their teens, she also writes for adults and
is the author of the <<0 Radio ( series.
'ynopsis
CATCH US IF YOU CAN
NOVEL
5
Rory and his grandfather, 1randa, have loo$ed after each other since Rory-s dad
wal$ed out on them. 1randa is given to lapses in memory ,putting Rory-s homewor$
down the rubbish chute and the rubbish in Rory-s school bag/ and completely
irresponsible behaviour ,setting fire to his coat at a .arents- 8vening/, but he has a
generous heart and plenty of charm. Rory acts as his carer until there is a fire in the
flat and the authorities decide to separate them. 2owever, Rory is determined that
they will stay together and they embar$ on an escape but with their faces on every
television screen and in every newspaper, this is not so easy. Their ;ourney is full of
surprise betrayals and unexpected friends as they attempt to evade the authorities
and eventually trac$ down the man who wal$ed out on them.
Rory and his grandfather, 1randa, have loo$ed after each other since Rory-s dad
wal$ed out on them. 1randa is given to lapses in memory ,putting Rory-s homewor$
down the rubbish chute and the rubbish in Rory-s school bag/ and completely
irresponsible behaviour ,setting fire to his coat at a .arents- 8vening/, but he has a
generous heart and plenty of charm. Rory acts as his carer until there is a fire in the
flat and the authorities decide to separate them. 2owever, Rory is determined that
they will stay together and they embar$ on an escape but with their faces on every
television screen and in every newspaper, this is not so easy. Their ;ourney is full of
surprise betrayals and unexpected friends as they attempt to evade the authorities
and eventually trac$ down the man who wal$ed out on them.
(le)ents
CATCH US IF YOU CAN
NOVEL
P*1T S2##A/3
Chapter &
Readers are introduced to Rory and his 1randa as they wait for %r Nicol in the waiting room.
The doctor is concerned that Rory is too young to ta$e care of his grandfather. 2owever,
Rory is aware that there are only two of them in the family.
Chapter $
1randa has a failing memory> always misplacing things. Rory has the sole responsibility of
ta$ing care of 1randa li$e buying him his lunch every day.
Chapter 4
Rory sacrifices some of the things he li$es for 1randa. 2e gives up football so that he can be
at home with his 1randa. Rory-s worry is that if 1randa is put into Rachnadar, they would be
separated. Rory-s dad had left them many years ago and 1randa is very disappointed with
his son, not wanting to see him again.
Chapter 5
1randa is very popular with Rory-s friends and meets 9rs. Foley for the first time. 1randa
accidentally sets fire to his and 9rs. Foley-s coats at the school-s .arents- Night.
Chapter 6
?al 'essup, a social wor$er is assigned to ta$e care of 1randa and Rory. %arren-s mum and
9rs. Foley are both worried for Rory and are glad of the extra help they were going to
receive. 2owever, 1randa has a little accident in the flat and is ta$en to the hospital.
Chapter 7
1randa has suffered from smo$e inhalation and has to be hospitalised. Rory pleads to the
<ig 9an to ma$e 1randa wa$e up. ?al 'essup is nervous to let Rory live in the flat alone and
drives him to the children-s home at 0astle treet.
6
Chapter 8
Rory goes to the home because he has no choice and he thin$s that it will be for only one
night @ till his granda is out of the hospital. Tess, a young inmate of the home, terrifies Rory
with her bad behaviour.
Chapter 9
1randa admits that he had forgotten that the chip pan was on the stove, hence the fire in the
flat. 2e tries to appease Rory by saying that he would get better soon. 2owever, he is upset
that his grandson is in the 0astle treet home.
Chapter :
Although Rory loves his grandfather, he is slightly annoyed with him as well because of the
accident> he had landed himself in the hospital because of that and now Rory is in a
children-s home. Rory goes bac$ to the flat with ?al and collects 1randa-s medication. There,
Rory realises that he wants to return home. 1randa feels the same too.
Chapter &%
Rory is given the idea that 9rs Foley might foster Rory. Rory goes to the hospital to find that
1randa is not there anymore.
Chapter &&
1randa has been shifted to Rachnadar. ?al 'essup tells Rory that he is ;ust a boy and that
he cannot ta$e care of 1randa anymore.
Chapter &$
1randa is very upset to be sent to the home and it brea$s Rory-s heart to see him cry. At
0astle treet, Rory fights with Tess. Rory becomes exasperated when 1randa retreats
further and further into a shell while at Rachnadar and at school, the idea of being fostered
by 9rs Foley worries him. Aife is certainly unpleasant in 0astle treet when Tess becomes
increasingly uncontrollable. Rory decides that the only way is to run away with 1randa.
Chapter &4
The 1reat 8scape. %arren offers the use of his mom-s caravan and Rory plans the escape
with great detail. 1randa relies on Rory to get out of Rachnadar.
Chapter &5
1randa is li$e a little boy, allowing him to be led> safe in the $nowledge that Rory would loo$
after him. 2e is happy to be in the caravan and decides that he is indeed a luc$y man to
deserve a boy li$e Rory. Rory has done all of this so that they could be together. 2e realises
that he would never let anyone separate them.
Chapter &6
2appy in the caravan, 1randa recovers his old self.
7
Chapter &7
Bhile fishing, they meet strangers and 1randa is pre;udiced when he calls them Ctin$ersD.
As 1randa-s health improves and both of them are happy, %arren sends Rory a text
message saying that the authorities are after them.
Chapter &8
Rory prepares 1randa for another move away from the police but as they move through the
woods, the strangers whom they had met the day before, reach out and help them.
Chapter &9
Rory has no choice and allows them to lead. They are ta$en to an older caravan camp and
Rory meets Tyrone and his family. Tyrone-s mom responds that they had helped them
because it was Rory that they had wanted to help.
Chapter &:
They are ta$en care of well in ammy-s camp. Bhile there, they realise that they are the top
story on the cottish news as a boy and his grandfather on the run. Apparently, the
authorities are worried about 1randa whose health is a real concern. 1randa decides that he
would rather die of cold and hunger as long as he is free.
Chapter $%
1randa and Rory are worried that ammy would get into trouble by helping them. <ut
ammy insists that he did not $idnap them and that they are not escaped convicts. Rory
learns never to be ;udgemental of people.
Chapter $&
The runaways en;oy the birthday party in ammy-s brother-s place. Ruby reads Rory-s future
and predicts that he would meet people who would help him> some of whom he would not be
able to trust. 2e would certainly find what he is loo$ing for but would face a terrible sadness
before that.
Chapter $$
The public has mixed responses over Rory and 1randa-s running away. Ruby indicates that
people are ta$ing sides about them, arguing about the rights and wrongs of their case. Rory
realises that they would have to be on the move again. ammy suggests that he drives them
to %undee so that they can ta$e a train to 1lasgow to be with family friends who would
provide them with shelter and time to thin$.
Chapter$4
+n the train, Rory realises that they have been recognised and alights at an earlier station.
Bhen 1randa goes to the toilet, Rory is bullied by a young man who recognises him.
1randa beats the latter with a bottle and decides that he will steal a car to escape.
Chapter $5
8
1randa seems an expert at stealing cars and his driving scares Rory. They stop at the lay by
to have some rest.
Chapter $6
The runaways meet Rab when they stop to buy petrol. 2e offers them help.
Chapter $7
Rab says that he wants to help them because Rory and 1randa are not criminals. 2e allows
them the use of his flat and seems $ind and concerned. Though pale and tired, 1randa says
that he is alright as long as he is with Rory. Rory prays for help because he realises he
needs someone to help him. Again T? newsflashes show that the public is very much on
their side and Rory gets to $now that his 1randa-s son, his father, has been traced to
Aiverpool.
Chapter $8
The television news states that neither Rory nor his grandfather have attempted to contact
'eff 9c+ntosh in Aiverpool. Rab encourages Rory to ta$e his grandfather to his son.
Chapter $9
Rab has a grand idea to ma$e sure that they get to Aiverpool. A whole line of people are
going to ta$e them to Rory-s dad and 1randa comments that the world is indeed wonderful
after having experienced so much $indness.
Chapter $:
Annie drives them into 8ngland and leaves them with Norma and Nicola. The latter admires
Rory for what he has done. 1randa agrees but his mood changes when he finds out that
they are going to his son in Aiverpool.
Chapter 4%
1randa refuses to go and for the first time Rory is frustrated. 2e had hoped that his father
would ta$e over the responsibility of 1randa but 1randa thin$s that it would hurt Rory too
much if his father would leave them again. Rory begins to hate his father and 1randa
consoles him by saying that they have never needed him and that they do not need him
now. Nicola rings up to tell Rory that the police are coming and that they would have to move
on.
Chapter 4&
+t is the second escape> both of them run out into the dar$. 1randa is tired and they both
stop to rest and eventually sleep off at a stone bus shelter. .rior to that 1randa says that if
he was to die, he would as a happy man. En awa$ening, Rory is not able to awa$en his
grandfather and is afraid that he may be dead.
Chapter 4$
Rory runs for help and remembers Ruby-s prophecy about the terrible sadness. 2elp comes
immediately and the police introduce him to his father.
9
Chapter 44
1randa is not dead. 2e is hospitalised and recovers eventually. Rory is reunited with his dad
and his family. 2e has two little sisters who endear themselves to 1randa. 2is dad as$s to
be given another chance to prove that he can be a good dad and a good son again. Rory
has found what he was loo$ing for and realises that if anything happens to his 1randa he will
not be alone again. 2e is than$ful to all who have helped them on their ;ourney. 2e is very
happy that he, 1randa and his family are together again.
C;A/ACTE/S
#a<or characters
Granda
Rory-s grandfather. Also $nown as 9ister 9c+ntosh. 8lderly,
partially senile and never quite well, with a tendency to forget what
he is doing ,never puts off his pipe properly till it smoulders into
flames/. Aoves his grandson dearly and cannot bear the thought of
being separated from him. Rises to the occasion when least
expected to. 2urt by his son-s departure from the family and after
his daughter!in!law-s death, is dedicated to ta$ing care of Rory.
/ory
A young boy, still in school who is dedicated to ta$ing care of his
aging grandfather. hows determination and courage even in
desperate situations ,when the grandfather is admitted in
Rachnadar/. 9ature, he understands why his grandfather refuses
to meet his own father.
#inor characters
=al >essp
A young and eager social wor$er who is responsible for Rory-s well
being. Responsible, she is anxious that 1randa receives his full
pension benefits and arranges for Rory to stay at the children-s
home in 0astle treet.
10
#rs ,oley
Rory-s teacher who is $eenly aware of his inability to pass up his
homewor$ because of his duty to care for his grandfather. he is
very concerned when 1randa is admitted into the hospital and
realises that Rory should not be in the children-s home.
!arren
Rory-s best friend in school who helps him to stay in the mother-s
caravan when 1randa is ta$en away from Rachnadar.
>eff #c.ntosh @ reconciliates with his father and son when he
sees them on television.
Sammy? /by and Tyrone
The family that offers comfort and security $nowing that if they did not, the police would
have ta$en Rory and his grandfather away.
/ab and his friends
Effer security and are $een for Rory and 1randa to go to Aiverpool to meet with Rory-s
father.
11
Settin'
12
*here it happens
+hysical setting 'ocial setting At)osphere
Dr Nicol$s clinic
0omfortable with the care
and concern of %r Nicol
Relaxed
Rory$s school
.ublic school Rory is terrified of 9rs. Foley.
2elpful classmates @ try to
help Rory with his homewor$.
.arents- Night.
,randa and
Rory$s -at
Flat owned by the
<uilding ociety
%espite 1randa-s forgetful
antics, there is much love and
understanding between the
two.
Children$s
ho)e at Castle
'treet
Temporary home for
abandoned children who
may be up for foster care.
F grey , dead stone, crow step
gables and even a turret
G..an eerie silver light was
cast against the building. Ai$e
something out of a ghost
story.-
0ontrast between amiable
boys and girls as well as
aggressive Tess.
Rory is miserable.
!ospital
The nurses and a
policewoman are $ind to
Rory but do not tell him
1randa-s real condition.
Rory is worried for his
grandfather-s health @ the
constant fear of death nags at
him> he begs F<ig 9an- to
Fwa$e- 1randa up from his
sleep.
13
Darren$s )u)$s
caravan
The caravan provided
them with the comfort
they had missed in the
past few days.
FGdead secluded- but filled
with basic necessities.
Tyrone$s
caravan
imilar to many other
caravans in the campsite.
Barm and friendly.
melling of spices> domestic
and happy atmosphere.
*here it happens
+hysical setting 'ocial setting At)osphere
Rachnadar
FThis is where they put old
fol$ that nobody wants.-
1randa is upset being there
and it hurts Rory.
FG..the shuffling old people
with dead eyes pass up and
downG-
+erth rail#ay
station
Rory is threatened and
1randa attac$s the young
nasty boy> 1randa is
galvanised into action @
decides that he will steal a
car.
,as station
+t is comforting to $now
that Rory and 1randa are
among people who trust
them and are willing to
help.
Rab has recognised Rory and
his 1randa and is $een to
help
The trip to
"iverpool
The public, though
worried for the
responsibility that Rory
has underta$en with the
care of his grandfather, is
very helpful in attempting
to get 'eff 9c+ntosh to
meet his father and son.
Norma-s house provided
temporary relief.
1randa is hurt and angry that
he is actually being ta$en to
Aiverpool to meet his son #
Rory-s father.
14
"iverpool
The family is united
F+-d find what + was loo$ing
for.-
1randa may accept his son
eventually ,despite the years
of misunderstanding/.
Rory had found a family and
would not be alone when
1randa finally goes.
*here it happens
+hysical setting 'ocial setting At)osphere
.us shelter
The bond between the
two generations.
1randa is cold when he rests
at the shelter after the escape
from Norma-s house, but tells
Rory that he is willing to be
anywhere as long as Fthey are
together.-
Rory is extremely afraid and
shoc$ed that he may be alone
when he thin$s his
grandfather is dead.
Plot
15
Climax
Rory is convinced that his 1randa is dead when they
escape and rest at the stone bus shelter.
Exposition (
Readers are given a view of
1randa-s and Rory-s life.
/esoltion(
Rory is reunited with his father.
2e is happy that he now has a
family.
1randa is admitted to the
hospital when he inhales
smo$e during the
fire in the flat. Rory is sent
to the 0hildren-s home in
0astle treet.
1randa recovers in the
hospital and meets his son
and family.
The 1reat 8scape. 9eets his father.
Running away from the
authorities with the help of
caring individuals
Rory runs for help.
+ntervention of the
authorities.
Themes
=ales
&" ,amily relationships and bonds mst be appreciated and maintained"
$" Commnication is an important featre amon' friends and family members"
4" Trst is a vital component in brid'in' 'enerations"
5" Appearances may not be what they seem"
16
,amily and relationships
A ;ourney of love and protection between a grandfather and his grandson.
Social bias
2ow society is quic$ to decide what the aged and ailing as well as the young should be
treated.
Social and civic responsibilities
2ow society tries to intervene and help those who they thin$ are unfairly treated or who they
thin$ deserve a better treatment.
Growin' p @ Adolescence
8xplores $ey issues that young boys of this age may confront as their characters are
shaped by relationships around them.
Arid'in' the 'eneration 'ap
A young boy-s love for his aging grandfather> it shows a young boy realiHing that someone he
loves deeply may die.
A+ .+S.G;T .+T1 T;E +1=E*
Point of =iew
B
,irst Person +arration
Analysin' Characters
/1/3 C has a rich inner life> capable of growing and changing, adapting to every new
situation with hope and optimism. Readers follow his development through a very wide
variety of experiences.
17
The novel is seen through the eyes of Rory.
Readers get access to his young mind @ how he thin$s,
feels and reacts.
This narration technique reveals Rory-s love for his
granda, the concern and anxiety, fears, doubts and
frustrations as he goes on the ;ourney of love and
protection with his grandfather.
Reader can appreciate Rory-s growth and maturation
because the first person narration has made it possible
for an inside view of Rory-s mind.
ConseDences
2e and his grandfather avoid the
authorities and eventually meet up
with his father
Aehavior
Iind, respectful and very aware of
his responsibilities
Actions
2e plans the great escape and is
solely responsible for getting his
grandfather out of the home for old
people. Along the ;ourney, he meets
new people who extend help.
#otives
2onest and sincere> he is very
determined to be with his
grandfather all the time. 2e does
not want his grandfather to be in the
old people-s home and the only way
out is to run away.
G/A+!A C delightfully funny> often repeating phrases and is able to surprise the reader in
some instances ,hitting the bully unconscious in .erth railway station and stealing the car/
,/.E+!S @ a good collection of friends, who, despite being un$nown to 1randa and Rory,
are very helpful to both of them in their initial mission to get away from Rachnadar and
0astle treet and to be able to live together.
18
Aehavior
Forgetful and often helpless, he has a good
sense of humour. Aoves his grandson who
he says ma$es up for his Flost- son.
0harming to ladies, he considers himself
luc$y to have Rory as his grandson ! What
did I do to deserve a boy like you?
#otives
2e has no serious motives except
that he wants to be together with
his grandson at all times.
Actions
2e unwittingly embarrasses
Rory-s school teacher and
becomes a hit among the
children when he accidentally
sets his coat on fire during
.arents- %ay. +n his forgetfulness,
he nearly sets the flat on fire and
because of that is hospitalised.
2e is very co!operative with Rory
during their ;ourney and never
once complains.
ConseDences
0onsequently he is separated from his
grandson but runs away from the home.
2e meets strangers, some of whom he
harbours pre;udices. 2e hits a bully who
threatens Rory and even steals a car in
an attempt to escape. 2e reconciles
with his son and his family in the end.
Actions
They go out of
their way to help
Rory and his
grandson to
escape from the
authorities.
Aehavior
2elpful and very
understanding of Rory-s
case. They all thin$ that
Rory is too young to be
responsible for his
granda.
ConseDences
Their help propels Rory and his grandfather to
find the long missing father # son.
C+ thin$ of them all. 8veryone who helped us
on our ;ourney.D
#otives
incere in their attempts !
they $now that 1randa and
Rory are not Fdangerous-
people and only want to be
together.
19
Symbolism
The <orney @ escape ) of the desired freedom that both need to be together.
The caravan ) safety, privacy and security> both feel very safe in the
caravans until it is time to run again.
#ovies and movie stars ) refer to 1randa-s constant memory of what he li$es
and remembers best @ tending to verge on an element
of fantasy.
Symbolism
The <orney @ escape ) of the desired freedom that both need to be together.
The caravan ) safety, privacy and security> both feel very safe in the
caravans until it is time to run again.
#ovies and movie stars ) refer to 1randa-s constant memory of what he li$es
and remembers best @ tending to verge on an element
of fantasy.
Tone
Bitty , tongue!in!chee$
2umorous
8lement of suspense
Word Choice
Jse of figurative language
Reference to proper nouns in
the entertainment media
0ulturally different language
e.g. bonny, !ee , lassie,
tinkers etc
.ma'ery
?ivid, descriptive
Appeals to personal
experiences
hows feelings and emotions
and use of sensors
+n $eeping with intended
meaning @ e.g. 0astle
treet , when Rory and
1randa were running through
the woods , comparison
with an escape by prisoners
of war/
Grammar
9ainly in the past tense
A recollection of events by
Rory
Rory-s thought patterns are
also in the past.
Settin'
Settin' and the #ood of Characters
The setting of the hospital or Rachnadar and the children-s home at 0astle treet is both
morbid and sombre. <oth reveal a great deal of 9ister 9c+ntosh-s and Rory-s feelings and
fears.
/achnadar Castle Street ;ome
- the local old people-s hospital
- granda always told me that was where
you went when nobody wanted you
Choot me before you put me in there,
son,D he would say.
- the very building, stuc$ on the edge of
town, dar$ and forbidding, fri'htened
him" ,I "lanced into the corridor, !atched
the shu##lin" old people !ith dead eyes
pass up and do!n, "oin" no!here./
- an old ?ictorian villa! converted into a
children-s home ;ust after the war.
- grey, dead stone, crow step gables and
even a turret @ it loo$ed ;ust the $ind of
place wiHards and warloc$s would live
in.
- silhouetted against the night s$y as
patches of cloud scurried across the
moon and an eerie silver light was cast
against the building. Ai$e something out
of a ghost story
- 1randa was morbid of entering the home
@ it terrorised him.
- Bhen he is sent there, he is very
emotional and pleads with Rory C %on-t
let me stay hereD
- 1randa becomes agitated and needs
medication to sleep.
- 2e becomes pessimistic and nostalgic
C.eople then cared about each other.
Aoo$ed out for each other. G.now
nobody cares about anybody but
themselves. +t-s a horrible world, RoryD
- C+f + were younger, +-d run away from
here.D
- 2e might breathe and wal$, but inside,
my granda would be dead.
- Rory-s nightmare.
- Although Rory accepts the fact that he is
sent there because of what had
happened, he is determined to leave the
place as soon as his granda is out of the
hospital.
- 2e sleeps poorly @ out of sheer terror of
Tess and also of worry of his
grandfather.
- 2e also $nows that he has no choice
and comforts his granda that he will be
settled in 0astle treet until the hospital
discharge.
! C9e and my granda were going to run
away.D
- $he %reat &scape.
20
! $he landscape o# the t!o places is not pleasant ' the drabness o# the t!o places
shape and re#lect the #eelin"s o# the characters and "oad them into action ($he %reat
&scape)
Settin' and the Sitation of Characters
The novel starts with 1randa and Rory in the waiting room of a doctor-s clinic and ends with
them at the hospital.
+n the first instance ,0hapter */, Rory and 1randa are waiting to see %r. Nicol and
1randa comments about CGhow nervous + get going in to see this doctor.D <ut here
we realise that 1randa never ever forgets to ta$e the various types of pills because
it is Rory who Cmade sure he too$ them.D
+n the doctor-s room, it is Rory who is questioned about the prescriptions and
whether 1randa ta$es his pills regularly. +t is here that we see the interaction of
characters ! /oryEs responsibility of carin' for his 'randfather is clear to the
reader and GrandaEs appreciation of his yon' 'randson is obvious. The
phrases that prove this are often repeated throughout the text. ,The author-s
underlying message of the strong and loving relationship that the two have is seen
throughout the whole novel/. /oryEs <orney of dty and care be'insF
The story ends with 1randa recovering in the hospital. <ut this time, Rory is not
alone in his responsibility. 2e has with him his dad and the family and when he
realises that 1randa is not going to die, he goes bac$ home to stay with his newly
found family.
+f in the beginning, Rory was scared and family meant ;ust him and 1randa, now in
the end, if 1randa did go eventually, he Cwon-t be alone again.D 2e considers
himself luc$y.
The story begins and ends in quite similar settings but the characters are happier
after going through their ;ourney of trials and tribulations.
Possible sample question based on the notes aboe!
21
(escribe t!o occasions !hen the settin"s reveal somethin" about a character)s mood,
situation or personality.
Settin' and the 2nderlyin' Theme
Plots and Cases
The plot is concerned with causes @ the Fwhy-s- of events> the story itself is simply a
sequence of these events. The plot invites and answers the question as to "h# one
event follows another.
Bhy have these events happenedK Bhy did those things happen in the pastK Bhy are
these things happening nowK Bhat things are going to happen in the future and why will
they happenK
The following series of events show the need for Rory and 1randa to be together"
9y granda had ta$en care of me all my life. Now, when he was getting old and
forgetful and was never quite well, now it was my turn to loo$ after my granda.
2e was a spoiled brat of a boyL...+ was too old to be his dadGwe both spoiled him
rotten. Anything he wanted he got, and when he got it, he threw it asideG..he
did the same thing with your mother.- 2e did it with you too. 2e $ouldn%t &a$e
'esponsibilit#!
22
The two main characters embark
on a /ourney to escape the
possi%ilities of %eing
separated - Granda to be in an
old peoples home and !or "or#
to be !ostered$
Their %o&rne# is !&ll o! s&rprises
and &ne'pected !riends b&t with
their !aces in !&ll national
co(era)e* the escape is di+c<$
,t all times* the# m&st attempt
to a(oid the a&thorities b&t in
the end* the# mana)e to track
down the (er# man who had
walked o&t o! them$
FBhen he left Rory, + told him never to come bac$. Told him + washed my hands of
him. Never wanted to hear from him again. 2e was a waste of space. A waste of
spaceL-
F+f + were younger +-d run away from here somewhere where they-d never find me.-
9e and my granda were going to run away.
CRory, +-m your dad.D
C+ was young, Rory, and stupid. Too scared to come bac$ because my dad said he
hated me. %idn-t want to see me again. <ut as soon as + saw the wo of you on
the news. + got in touch with the plice. 2onest. 'ust give me a chance to prove +
can be a good dad again, a good son.
I)d #ind !hat I !as lookin" #or*
Plots based on >orneys
<ased upon a ;ourney that Rory ta$es with his 1randpa. .artly a Crites of passageD
story where the reader witnesses the growth and maturity of the *( year old boy
$ey issues that young children of this age are bound to confront as they respond to
relationships with a variety of people and listen to voices that shape their ideas and
decisions.
The F;ourney- is a series of unplanned coincidences. Bhen Rory plans the 1reat
8scape, %arren offers him the use of his mother-s caravan and from then on , their
meetings with strangers is purely by chance or a twist of luc$.
Themes
The title of the booG
Title
"o'ds
Possible meanin(s
Catch
To get hold of and stop someone you have been chasing so that they cannot
escape> to indicate that both Rory and 1randa must have been running away
from something.
2s Jsed for referring to yourself and other people with you , the two of us! Rory
and 1randa/
.f Jsed for emphasising that something is not as possible as one thin$s it to be
3o Jsed for referring to the person or people that you are tal$ing to
23
Aims #aterials
Steps
+otes
tudents may create their own graphic organiser that explains
the plot of the story.
Can
2ave the ability or means to do something
The title seems to indicate a dare C to catch /ory and Granda as they escape from
bein' pt into two separate homes"
CATCH US IF YOU CAN PLOT)ACTIVITY *
24
Cause and
(0ect
* To map the sequence of events of the story
( To write these events as a result of cause and
effect
* Bor$sheet *a and *b
Time ( 9% mintes
* +nstruct students to sit in pairs and map the plot of the story.
( As$ students to present their findings.
4 8ncourage students to as$ questions at the end of each presentation.
5 As$ students to write out the cause and effect of the events.
CATCH US IF YOU CAN PLOT)+O,-SHEET *a
There are many incidents that ma$e up the plot in a story. Brite down the sequence of these
incidents in the boxes below.
25
Cause and
(0ect
1randa leaves the chip pan on the fire and suffers
from smo$e inhalation.
CATCH US IF YOU CAN CHA,ACTE,S)ACTIVITY .
CATCH US IF YOU CAN PLOT)+O,-SHEET *b
Brite down the cause and effects of the incidents that you have listed in wor$sheet *a.
26
Cause and
(0ect
Cause Effect
1randa leaves the chip pan on
the fire
2e suffers from smo$e inhalation and
has to be hospitalised
Aims #aterials
Steps
+otes
CATCH US IF YOU CAN PLOT)ACTIVITY .
27
!o# *ell Do 1ou
2no# Me3
* To analyse how a character is portrayed as a
character.
* Bor$sheet (
Time ( 5% mintes
* %istribute wor$sheet ( to each student, and instruct them to wor$ in pairs.
( As$ students to wor$ through wor$sheet ( to locate appropriate material from
0hapters * @ 6 and find evidence to support the assertions.
4 As$ students to sit in group of four and to discuss their findings.
5 8ncourage students to share their ideas on their discussion of 1randa.
-t&dents can be asked to write down words &sed to describe Granda and
e'plain how these words e'plain his attit&des and beha(io&r$
CATCH US IF YOU CAN CHA,ACTE,S)+O,-SHEET .
.oints 8vidence
2e ma$es
amusing
mista$es.
2e can be
very
charming.
2e can be
very rude.
2e cannot be
trusted.
2e is popular
with Rory-s
friends.
2e sometimes
behaves li$e a
child.
2e is a danger to
himself and
others.
2e dreads
being put in a
home.
28
!o# *ell Do 1ou
2no# Me3
Tas$ A
Bor$ with a partner, thin$ about what sort of
person 1randa is and what has happened to
him up to chapter 6. <elow are ten points you
could ma$e about him. Bhat evidence can you
find in the story to support these pointsK 1ive
page references for your evidence.
- Notes -
2e hates his
own son
passionately.
2e loves Rory
deeply.
TASK A
These two ppils have read the booG" This is what they tho'ht of
Granda(
+ thin$ he-s a proud man who
now needs some helpK 2e
should stay with Rory because
they really love each other.
29
+ thin$ he-s selfish. 2e-s ;ust
stealing Rory-s childhood. 2e
should show his love for Rory by
letting him live his own life
Bhat do you thin$ of 1randaK hare your opinions with
another pair and see if you all agree.
Aims #aterials
Steps
+otes
CATCH US IF YOU CAN CHA,ACTE,S)ACTIVITY /
30
My friend4
Tess
*
(
To explore and empathiHe with a character.
To analyse what other characters thin$ of her.
* Bor$sheet 4a
( Bor$sheet 4b
Time ( 9% mintes
* +nstruct students to discuss in pairs and complete table in wor$sheet 4a on the
character, Tess.
( As$ students to write about M) to *)) words on Tess, including their thoughts on
what Rory and Tony say ,refer to sample format of essay/. ,Bor$sheet 4b/
-t&dents sho&ld tr# to write the short essa# on Tess in three para)raphs
. the /rst dealin) with Tesss general behaviour * the second on how
others feel and react to her and the third* a concl&sion o! what the#
think o! her$
CATCH US IF YOU CAN +O,-SHEET /a
2se the table below to thinG of the character? Tess" WorGin' with a partner? fill in the
colmn on the ri'ht with points of explanation to match the contextal evidence on
the left"
Te5tual (vidence Tess$s attitude and %ehaviour
*. There was a sudden wild commotion
from another room. A voice started
shouting and swearing abuse. 8veryone
around the table stiffened.
(. Che shouldn-t be hereLD 'ac$ie said
angrily. GDhe-s mad. Totally off the wall.
Nou never $now what she is going to do
next.D
4. Tess turned her piggy eyes on me.
CBhat-s thatKD 2er voice was loud,
almost a scream, as if she thought no
one would hear her, or listen, unless she
yelled.
5. C2e-s sitting in my seatLD Tess made a
dive towards me and + ;umped out of the
seat automatically.
&. CBhat is she so angry aboutKD + as$ed
'ac$ie. 'ac$ie tutted. Che-s the type
that-ll always find something to be angry
31
My friend4
Tess
about.D
6. Bhen Tony came bac$ into the $itchen
he tried to reassure me. Che-s not going
to be here for long. They-re arranging
another place for her.D
CATCH US IF YOU CAN +O,-SHEET /b
Sample ,ormat of Essay on the character stdy of Tess"
General
Behaviour
of Tess
How others
feel and
react to
her
What
others
think of
her
32
My friend4
Tess
Aims #aterials
Steps
+otes
CATCH US IF YOU CAN CHA,ACTE,S)ACTIVITY 0
33
I pac&ed a
suitcase for
* To analyse the different $inds of F;ourneys- a
character ta$es over the course of a novel.
* Bor$sheet 5
Time ( 5% mintes
* +nstruct students to wor$ in pairs and discuss the different $inds of ;ourneys a
character for example, Rory might ta$e both literally and figuratively.
( As$ students to thin$ of the ;ourney as a physical, emotional, and spiritual ;ourney.
4 %istribute wor$sheet 5. +n the tag beside each suitcase, as$ students to write the
type of ;ourney Rory underta$es. <eneath the space have students list the essential
items, friends and other things that helped Rory on the ;ourney.
The worksheet can be adapted !or other characters in the no(el$
CATCH US IF YOU CAN CHA,ACTE,S)+O,-SHEET 0
+n each suitcase tag, elaborate the types of ;ourneys Rory too$ as indicated in the graphics.
Then list some things that helped the character on the ;ourney.
34
I pac&ed a
suitcase for
+hysical /ourney
+hysical /ourney
()otional /ourney
()otional /ourney
'piritual /ourney
Aims #aterials
Steps
+otes
CATCH US IF YOU CAN SETTIN1)ACTIVITY
2
35
A /ourney to
re)e)%er
* To chart the ;ourney of the characters as they
travel from cotland to 8ngland.
* Bor$sheet &
Time ( 5% mintes
* 1ive each student wor$sheet & each.
( 1et students to sit in groups of 4 to & and chart the ;ourney in the spaces provided.
4 %iscuss the answers with the students.
,s an enrichment acti(it#* st&dents decide 3 places which the# think are
important in the stor#$ ,sk st&dents to /nd te't&al e(idence !rom the
no(el that describes these places$ 0licit what these descriptions tell
them o! the di1erent settin)s described b# the st&dents$
CATCH US IF YOU CAN SETTIN1)+O,-SHEET
2
Write down all the si'nificant places /ory an' Granda 'o to when they escape from
/achnadar and move on to *iverpool? En'land"
36
A /ourney to
re)e)%er
Scotland
Aims #aterials
Steps
+otes
CATCH US IF YOU CAN SETTIN1)ACTIVITY 3
37
England
Caravans
* To compare the two settings.
( To differentiate the social bac$grounds of these
settings.
* Bor$sheet 6
Time ( 5% mintes
* .rovide each student with wor$sheet 6.
( +nstruct students to read both excerpts and discuss the differences in pairs.
4 As$ students to write their answers on the wor$sheet.
-t&dents can be asked to write down words &sed to describe the
cara(ans and e'plain how these words made the cara(ans di1erent$ The
st&dents can also be asked to write a description o! their classroom$
CATCH US IF YOU CAN SETTIN1)+O,-SHEET 3
38
Caravans
Caravan 6
The cara(an was
l&'&r#$ 2nl# the best
!or 3arrens m&m$
There were two
bedrooms and a /tted
kitchen$ There was a
bathroom with a
shower$ 4 opened the
c&pboards$ 5&st as
3arren had told me*
the# were crammed
!&ll o! tins and packets$
There was tea and
co1ee and s&)ar and
cereal and dried milk$
Caravan 7
This (an is so &nlike
3arrens m&ms$
6ri)htl# co(ered
shawls were thrown
o(er the seat and the
lamps threw o&t a so!t
and warm* oran)e
)low$ ,nd the smell7 it
was o! spices and
cinnamon and )arlic$ 4t
was as i! we had been
catap<ed into another
word$
Co)pare the t#o caravans *rite your ans#ers on
a separate piece of paper
18 9ow is :ara(an 1 di1erent !rom :ara(an 2;
28 <h# do #o& think there is this =di1erence;
Aims #aterials
Steps
+otes
CATCH US IF YOU CAN THE4ES)ACTIVITY
5
39
Feelings
Time ( 5% mintes
* To understand and analyse a theme in the
novel.
* Bor$sheet 7
* +nstruct students to read and discuss the excerpt given in pairs.
( As$ students to complete wor$sheet 7.
Tin&ers >noun) - tra(ellers >in !ormer times* somebod# who tra(elled
!rom place
to place to mend metal ho&sehold items s&ch as pots
and pans8$
CATCH US IF YOU CAN THE4ES)+O,-SHEET
5
/ead the followin' excerpt and answer the Destions below" !ecide the theme which
comes across thro'h this excerpt"
40
Feelings
F1randpaL That was really rude.-
FTin$ersL- 9y grandpa spat the word out in disgust.
F%on-t trust Fem. %on-t li$e them.-
F+ don-t thin$ you-re supposed to call them tin$ers
any more 1randa. +t-s not politically correct.
They-re travellers.-
1randa tutted. FTin$ersL They would be after my
fish.-
FTravellers,- + insisted. FAnd they wouldn-t be
interested in your old fish.-
1randa lifted his fish and started wal$ing bac$ to
the caravan. FTin$ersL- he $ept muttering.
+ was grinning as + followed behind him.
FTravellersL- + $ept saying, $nowing that it was
annoying him no end.
F1randpaL That was really rude.-
FTin$ersL- 9y grandpa spat the word out in disgust.
F%on-t trust Fem. %on-t li$e them.-
F+ don-t thin$ you-re supposed to call them tin$ers
any more 1randa. +t-s not politically correct.
They-re travellers.-
1randa tutted. FTin$ersL They would be after my
fish.-
FTravellers,- + insisted. FAnd they wouldn-t be
interested in your old fish.-
1randa lifted his fish and started wal$ing bac$ to
the caravan. FTin$ersL- he $ept muttering.
+ was grinning as + followed behind him.
FTravellersL- + $ept saying, $nowing that it was
annoying him no end.
*. Bhy do you thin$ 1randa said , F%on-t trust Fem. %on-t li$e them.-
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
(. Bhat could have been the possible reasons for his disli$eK
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
4. %o you thin$ 1randa was fair to the travellersK
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
5 ,a/ 0ircle one of the following words that best describe the theme in the excerpt.
AN,(R 8(A"O9'1
+R(89DIC( F(AR
,b/ %iscuss reason for your choice of answer in 5,a/.
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
41
Aims #aterials
Steps
+otes
CATCH US IF YOU CAN THE4ES)ACTIVITY
6
42
Relationship
s
Time ( 5% mintes
* To understand and analyse a theme of in the
novel.
* As$ students to read and answer the questions in wor$sheet M.
* Bor$sheet M
CATCH US IF YOU CAN THE4ES)+O,-SHEET
6
Exercise A
/ead the excerpt and answer the followin' Destions
*. 2ow do the three words Fsoon-, Fnow- and Fspecial- add to the impact of the prayerK
A. The words highlight the urgency of the prayer.
<. +t shows that Rory is desperate to get his grandfather out of the hospital.
0. +t shows that he loves his grandfather dearly.
(. Rory repeats the phrase CG want him to wa$e up.D Bhat does this reveal of Rory-s
relationship with his grandfatherK
A. 2e is desperate for his grandfather to get better.
<. 2e loves his grandfather so much that he is ready with his promises.
43
Relationship
s
?lease God let him wake &p soon 4 didnt pra# (er# o!ten$ 6&t 4 did no#$ 4
closed m# e#es and sent &p a special pra#er$
=@isten* 6i) man* m# names "or#$ 4 know 4 dont talk to Ao& m&ch* b&t
Ao&re b&s# with wars and !amine and thin)s$ ,nd me and m# )randa are
&s&all# doin) 2B$ -o hope Ao& are )oin) to listen to me now$ 4 dont )i(e
Ao& an# tro&ble$ -o a bit o! help here wo&ld be m&ch appreciated$ 4 want
him to wake &p$ 4 promise 4ll ne(er sho&t at him a)ain* e(en when he
sl&rps his tea$ 4ll e(en listen to his endless stories abo&t his bowel
mo(ements$ 4ll ne(er moan or complain abo&t him a)ain77$4 promise7$$i!
#o& %&st let him wake &p$
?lease God let him wake &p soon 4 didnt pra# (er# o!ten$ 6&t 4 did no#$ 4
closed m# e#es and sent &p a special pra#er$
=@isten* 6i) man* m# names "or#$ 4 know 4 dont talk to Ao& m&ch* b&t
Ao&re b&s# with wars and !amine and thin)s$ ,nd me and m# )randa are
&s&all# doin) 2B$ -o hope Ao& are )oin) to listen to me now$ 4 dont )i(e
Ao& an# tro&ble$ -o a bit o! help here wo&ld be m&ch appreciated$ 4 want
him to wake &p$ 4 promise 4ll ne(er sho&t at him a)ain* e(en when he
sl&rps his tea$ 4ll e(en listen to his endless stories abo&t his bowel
mo(ements$ 4ll ne(er moan or complain abo&t him a)ain77$4 promise7$$i!
#o& %&st let him wake &p$
0. The 1randa seems to be the most important person in Rory-s life.
Exercise A
/ead the excerpts and answer the Destions
*. T
*. Bhich of the following phrases express the main idea in the above passagesK
A. CG.+ had done this for the both of us...D
<. CGNou-ve done all this for meKD
0. CG.we-re a team.D
%. CG.There was no other way.D
( ,a/ %o you thin$ Rory is mature for his ageK
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
,b/ Brite down additional phrases from the novel to support your answer above.
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
44
C# )randa shook his head$ 4m a l&ck# man* "or#$ , l&ck#* l&ck# man$ 9e
took a step closer to me and to&ched m# cheek$ =<hat did 4 do to deser(e a
bo# like #o&; Ao&re the most special bo# that e(er li(ed$ 9e looked aro&nd
the cara(an$ :1ou$ve done all this for )e3$
4 knew 4 was read# to cr# m#sel!$ 4 wanted to tell him that I had done this
for %oth of us* so we co&ld be to)ether* the wa# we were meant to be$ 4
co&ldnt bear the tho&)ht o! m# )randa in "achnadar* as m&ch as 4 co&ldnt
bear to be in :astle -treet$ 4 wanted to tell him that 4 wo&ld do an#thin) so
we co&ld be to)ether$ ,n#thin)$
=Do* Granda* #e$re a tea)$ 4 sE&eeFed his hand$ <e wo&ld either )o back
to)ether or escape to)ether$
To)ether$
There was no other wa#$
Aims #aterials
Steps
+otes
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
CATCH US IF YOU CAN THE4ES)ACTIVITY
7
45
The .ig
Ideas
Time ( 5% mintes
* To identify themes based on excerpt given
* %istribute wor$sheet :.
( +nstruct students to wor$ in pairs and discuss the themes based on the excerpts.
4
5
Then they list down the themes and find evidence to support their findings.
1et students to stic$ the wor$sheets on the wall and move around to compare the
answers.
* Bor$sheet :
CATCH US IF YOU CAN THE4ES)+O,-SHEET
7
/ead the excerpts and write down the themes"
EHCE/PT T;E#ES
1randa says" CTin$ersLD 9y granda spat the word in
disgust. C%on-t trust Fem. %on-t li$e Fem.D
o he had promised and + believed him. +t was
settled between us, in whispered conversations in
the playground, and %arren snea$ed me the spare
$ey of the caravan. All the time it seemed to me
that 9rs Foley had been watching us suspiciously.
F1randa, + thought you were going to die.- .utting it
in words brought the tears to my eyes, and + was
glad no one could see me as my 1randa hugged
me close to him.
The doctor didn-t give me a chance to answer. Rory
can-t do everything. 2e does the shopping and the
coo$ing. 2e cleans the house. 2e-s only a boy,
and 9r. 9c+ntosh he needs help.
46
The theme is the main idea, or message, of an essay, paragraph, or a boo$. The
message may be about life, society, or human nature. Themes often explore
timeless and universal ideas and may be implied rather than stated explicitly.
The .ig
Ideas
Aims #aterials
Steps
+otes
Write down other themes and find words or evidence from the text to spport the
themes"
Themes Evidence from the excerpts
*
(
4
5
CATCH US IF YOU CAN VALUES)ACTIVITY *8
47
;alues in
life
Time ( 5% mintes
* To state and provide evidence of two values
found in the story
* Bor$sheet *)
* %istribute wor$sheet *) to every student. As$ students to write four values found
in the story ,with textual evidence/.
( elect students randomly to present their findings.
CATCH US IF YOU CAN VALUES)ACTIVITY *8
S''est for vales that yo may derive from the text" Write these vales in the
colmn on the left and spport them with textal evidence from the story" Write yor
answers in the space provided below"
=ales Textal evidence
*
(
4
48
The teacher ma# )i(e an e'ample o! an intended answer to )&ide
st&dents o! lower 0n)lish pro/cienc#$
;alues in
life
Aims #aterials
Steps
5
CATCH US IF YOU CAN EN,ICH4ENT)ACTIVITY **
49
The *riter$s
Tools
Time ( 5% mintes
* To understand and analyse the writer-s use of
language.
* Bor$sheet **
* %istribute the wor$sheets.
( As$ students to read the excerpt and go through instructions on wor$sheet **.
4 2ave students answer the questions on the wor$sheet **.
+otes
4 can$t remember !allin) asleep b&t 4 did$ 4 don$t e(en know how lon) 4 slept$ 4
%&mped awake into a silent ni)ht$ Not a %ird Not a rustle of trees or
%ushes$ There #asn$t a %reath o! wind$
Granda #asn$t e(en snoring an# more$ 4 stood &p and stretched$ Time to
wake him* 4 tho&)ht$ <e wo&ld ha(e some cheese and bread77b&t o! co&rse*
he couldn$t eat that* not #ithout his teeth< !o# could I have forgotten
the)3 Gor a moment the problems stretched ahead o! me li&e an o%stacle
course$ 6&t 4 shr&))ed them awa#$ <e were still here* we hadnt been ca&)ht$
There was still hope$
4 laid a hand on Grandas sho&lder to wake him* and a cold shi(er ran thro&)h
me* as i! so)eone had /ust #al&ed over )y grave$ 9is colo&r was all
wron)$ 4n !act* he didnt ha(e an# colo&r at all$ !is s&in #as li&e the #a5
fruit you see in %o#ls in furniture shops$ 9is mo&th was han)in) open$
9e #asn$t snoring
9e #asn$t %reathing$
CATCH US IF YOU CAN EN,ICH4ENT)+O,-SHEET **
Writers maGe carefl choices abot words and sentences" /ead the passa'e below
and maGe notes on why yo thinG Catherine #acPhail chose the words and sentences
hi'hli'hted in bold"
50
-t&dents are enco&ra)ed to &se a dictionar# to /nd the meanin) o!
words the# do not &nderstand$
The *riter$s
Tools
Aims #aterials
Steps
;ow wold yo describe this passa'e? 3o can choose from the words below or
thinG of some of yor own"
%ramatic ad
Fast Jnpredictable
hoc$ing %istressed
Explain how the writer has made this passa'e hi'hly dramatic"
CATCH US IF YOU CAN LITE,A,Y 9EVICES)ACTIVITY *.
51
')iles
Time ( 5% mintes
* To understand and analyse the writer-s use of
language.
* Bor$sheet *(
* %istribute wor$sheet *(.
( As$ students to ma$e notes wor$sheet *( and collect evidence of characters-
thoughts as they are implied by smiles and loo$s.
4 8ncourage students to speculate correctly what these gestures really mean.
+otes
CATCH US IF YOU CAN LITE,A,Y 9EVICES)+O,-SHEET *.
Sometimes a characterEs facial expression is <st as important as what they say" The
first section of Cat$h Us I& You Can is fll of people smilin'"
,ill in the table below? explainin' why yo thinG these people are smilin'"
The smiler The reason for the smile
The Flady-, who loo$ed about sixteen, smiled
and than$ed him and too$ a seat.,.age (/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
2e bent right down to the smiling baby and
started tal$ing ,.age (/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
%r Nicol was smiling. ,.age 4/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
9rs Foley beamed. ,.age *7/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
52
Aanguage is used by an author to reveal the theme and purpose of the novel.
')iles
Aims #aterials
Steps
<ut my granda was smiling and nodding his
head as if he-d ;ust given her a lovely
compliment. ,.age *7/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
%arren-s smile wavered. ,.age ()/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
9y granda loo$ed pleased when + said that and
he stood up and grinned toothlessly ,.age (4/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
A male nurse was at the door... 2e was smiling,
but that didn-t ma$e me feel any better. ,.age
(6/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
?al 'essup came in later. he had a big smile
on her face ,.age (M/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
CATCH US IF YOU CAN :EYON9 THE TE;T)ACTIVITY */
53
My #ay=
Time ( 5% mintes
* To relate a character-s personality and
adventures in his life.
* Bor$sheet *4
( Recorded song F9y way-
* %istribute lyrics ,wor$sheet *4/ to students.
( .lay the song for students to listen or sing along.
4 As$ students to wor$ in pair and read the lyrics to select incidents or moments from
the story about 1randa-s life which are related to the song.
+otes
CATCH US IF YOU CAN :EYON9 THE TE;T)+O,-SHEET */
2ighlight lines in the following song which may have close reference to 1randa-s life.
#y Way