Form 5 Catch Us If You Can

DRAFT
FORM 5
Novels
Catch us if you can

Table of Contents
Synopsis Elements Activities Assessment Answer Key Glossary Appendix Panel of writers
C rric l m !evelopment !ivision"#inistry of Ed cation #alaysia " $%&%
CATCH US IF YOU CAN NOVEL
Introduction
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$.com %ate accessed " http"##www.wi$ipedia.org#wi$i#Novel %ate accessed " &th 'uly ()*) " &th 'uly ()*)
The elements of a novel incl de the followin'(

i" ii" 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/. 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. 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. 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 charactersthoughts or words. *an' a'e ) sed by a thor to reveal the theme and p rpose of the novel"
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+otes on ,reyta'-s Pyramid

G stav ,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$e the one shown here"
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Exposition" setting the scene. The writer introduces the characters and setting, 4
providing description and bac$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. /isin' Action" the story builds and gets more exciting. 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 $now that the story will soon end. /esol tion" the character solves the main problem or someone usually solves it for him or her. !0no ement" (a French term, pronounced: day-no-moh) the ending. At this point, any remaining secrets, questions or mysteries which remain after the resolution are solved by the characters or explained by the author. ometimes the author leaves us to thin$ about the T2898 or future possibilities for the characters.
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Author$s %ac&ground
0atherine 9ac.hail , born (& 'anuary *:56, 1reenoc$/ 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$s for children around their teens, she also writes for adults and is the author of the <<0 Radio ( series. 5
'ynopsis
Rory and his grandfather, 1randa, have loo$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$ed out on them.
(le)ents
P*1T S2##A/3
Chapter & Readers are introduced to Rory and his 1randa as they wait for %r Nicol in the waiting room. The doctor is concerned that Rory is too young to ta$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$es for 1randa. 2e gives up football so that he can be at home with his 1randa. Rory-s worry is that if 1randa is put into Rachnadar, they would 7
be separated. Rory-s dad had left them many years ago and 1randa is very disappointed with his son, not wanting to see him again. Chapter 5 1randa is very popular with Rory-s friends and meets 9rs. Foley for the first time. 1randa accidentally sets fire to his and 9rs. Foley-s coats at the school-s .arents- Night. Chapter 6 ?al 'essup, a social wor$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$e up. ?al 'essup is nervous to let Rory live in the flat alone and drives him to the children-s home at 0astle treet. Chapter 8 Rory goes to the home because he has no choice and he thin$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. 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 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 $: Annie drives them into 8ngland and leaves them with Norma and Nicola. The latter admires Rory for what he has done. 1randa agrees but his mood changes when he finds out that they are going to his son in Aiverpool. 10
Chapter 4% 1randa refuses to go and for the first time Rory is frustrated. 2e had hoped that his father would ta$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.
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.
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/ory A young boy, still in school who is dedicated to ta$ing care of his aging grandfather. hows determination and courage even in desperate situations ,when the grandfather is admitted in Rachnadar/. 9ature, he understands why his grandfather refuses to meet his own father.
#inor characters =al >ess p A young and eager social wor$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. #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 $een for Rory and 1randa to go to Aiverpool to meet with Rory-s father.
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Settin'
*here it happens
+hysical setting Dr Nicol$s clinic 'ocial setting
0omfortable with the care and concern of %r Nicol .ublic school
At)osphere
Relaxed
Rory$s school
Rory is terrified of 9rs. Foley. 2elpful classmates @ try to help Rory with his homewor$. .arents- Night.
,randa and Rory$s flat
Flat owned by the <uilding ociety
%espite 1randa-s forgetful antics, there is much love and understanding between the two. Rory is worried for his grandfather-s health @ the constant fear of death nags at him> he begs F<ig 9an- to Fwa$e- 1randa up from his sleep.
!ospital
The nurses and a policewoman are $ind to Rory but do not tell him 1randa-s real condition.
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Children$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$e something out of a ghost story.0ontrast between amiable boys and girls as well as aggressive Tess. Rory is miserable.
*here it happens
+hysical setting Rachnadar 'ocial setting
FThis is where they put old fol$ that nobody wants.-
At)osphere
1randa is upset being there and it hurts Rory. FG..the shuffling old people with dead eyes pass up and downG-
Darren$s )u)$s caravan
The caravan provided them with the comfort they had missed in the past few days. imilar to many other caravans in the campsite.
FGdead secluded- but filled with basic necessities.
Tyrone$s caravan
Barm and friendly. melling of spices> domestic and happy atmosphere. Rory is threatened and 1randa attac$s the young nasty boy> 1randa is galvanised into action @ decides that he will steal a car.
+erth rail#ay station
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,as station
+t is comforting to $now that Rory and 1randa are among people who trust them and are willing to help. The public, though worried for the responsibility that Rory has underta$en with the care of his grandfather, is very helpful in attempting to get 'eff 9c+ntosh to meet his father and son.
Rab has recognised Rory and his 1randa and is $een to help
The trip to "iverpool
Norma-s house provided temporary relief. 1randa is hurt and angry that he is actually being ta$en to Aiverpool to meet his son # Rory-s father.
*here it happens
+hysical setting -us shelter 'ocial setting
The bond between the two generations.
At)osphere
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.
"iverpool
The family is united F+-d find what + was loo$ing for.-
1randa may accept his son eventually ,despite the years of misunderstanding/. Rory had found a family and would not be alone when 1randa finally goes.
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Plot
Climax Rory is convinced that his 1randa is dead when they escape and rest at the stone bus shelter.
Running away from the authorities with the help of caring individuals
Rory runs for help. +ntervention of the authorities.
The 1reat 8scape.
9eets his father.
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1randa is admitted to the hospital when he inhales smo$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.
Exposition ( Readers are given a view of 1randa-s and Rory-s life.
/esol tion( Rory is reunited with his father. 2e is happy that he now has a family.
Themes
,amily and relationships A ;ourney of love and protection between a grandfather and his grandson.
Growin' p @ Adolescence 8xplores $ey issues that young boys of this age may confront as their characters are shaped by relationships around them.
Arid'in' the 'eneration 'ap A young boy-s love for his aging grandfather> it shows a young boy realiHing that someone he loves deeply may die. Social and civic responsibilities 2ow society tries to intervene and help those who they thin$ are unfairly treated or who they thin$ deserve a better treatment.
Social bias 2ow society is quic$ to decide what the aged and ailing as well as the young should be treated. 17
=al es
&" ,amily relationships and bonds m st be appreciated and maintained" $" Comm nication is an important feat re amon' friends and family members" 4" Tr st is a vital component in brid'in' 'enerations" 5" Appearances may not be what they seem"
A+ .+S.G;T .+T1 T;E +1=E*

Point of =iew
The novel is seen through the eyes of Rory. Readers get access to his young mind @ how he thin$s, feels and reacts. This narration technique reveals Rory-s love for his granda, the concern and anxiety, fears, doubts and frustrations as he goes on the ;ourney of love and protection with his grandfather. B Reader can appreciate Rory-s growth and maturation because the first person narration has made it possible for an inside view of Rory-s mind. ,irst Person +arration
Analysin' Characters
/1/3 C has a rich inner life> capable of growing and changing, adapting to every new situation with hope and optimism. Readers follow his development through a very wide variety of experiences. ConseD ences 18 2e and his grandfather avoid the authorities and eventually meet up with his father
Aehavio r Iind, respectful and very aware of his responsibilities
#otives 2onest and sincere> he is very determined to be with his grandfather all the time. 2e does not want his grandfather to be in the old people-s home and the only way out is to run away.
Actions 2e plans the great escape and is solely responsible for getting his grandfather out of the home for old people. Along the ;ourney, he meets new people who extend help.
G/A+!A C delightfully funny> often repeating phrases and is able to surprise the reader in some instances ,hitting the bully unconscious in .erth railway station and stealing the car/ #otives 2e has no serious motives except that he wants to be together with his grandson at all times. Aehavio r Forgetful and often helpless, he has a good sense of humour. Aoves his grandson who he says ma$es up for his Flost- son. 0harming to ladies, he considers himself luc$y to have Rory as his grandson ! What did I do to deserve a boy like you? Actions 2e unwittingly embarrasses Rory-s school teacher and becomes a hit among the children when he accidentally sets his coat on fire during .arents- %ay. +n his forgetfulness, he nearly sets the flat on fire and because of that is hospitalised. 2e is very co!operative with Rory during their ;ourney and never once complains.
ConseD ences 0onsequently he is separated from his grandson but runs away from the home. 2e meets strangers, some of whom he harbours pre;udices. 2e hits a bully who threatens Rory and even steals a car in an attempt to escape. 2e reconciles with his son and his family in the end.
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,/.E+!S @ a good collection of friends, who, despite being un$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. Aehavio r 2elpful and very understanding of Rory-s case. They all thin$ that Rory is too young to be responsible for his granda. #otives incere in their attempts ! they $now that 1randa and Rory are not Fdangerouspeople and only want to be together. Actions They go out of their way to help Rory and his grandson to escape from the authorities.
ConseD ences Their help propels Rory and his grandfather to find the long missing father # son. C+ thin$ of them all. 8veryone who helped us on our ;ourney.D
Symbolism
The <o rney @ escape The caravan #ovies and movie stars ) of the desired freedom that both need to be together. ) safety, privacy and security> both feel very safe in the caravans until it is time to run again. ) 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
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.ma'ery
?ivid, descriptive Appeals to personal experiences hows feelings and emotions and use of sensors +n $eeping with intended meaning @ e.g. 0astle treet , when Rory and 1randa were running through the woods , comparison with an escape by prisoners of war/
Grammar
9ainly in the past tense A recollection of events by Rory Rory-s thought patterns are also in the past.
Settin'
Settin' and the #ood of Characters The setting of the hospital or Rachnadar and the children-s home at 0astle treet is both morbid and sombre. <oth reveal a great deal of 9ister 9c+ntosh-s and Rory-s feelings and fears.
/achnadar - the local old people-s hospital - granda always told me that was where you went when nobody wanted you C hoot me before you put me in there, son,D he would say. - the very building, stuc$ on the edge of town, dar$ and forbidding, fri'htened him" ,I "lanced into the corridor,
Castle Street ;ome - 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$y as patches of cloud scurried across the
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!atched the shu##lin" old people !ith moon and an eerie silver light was cast dead eyes pass up and do!n, "oin" against the building. Ai$e something out no!here./ of a ghost story - 1randa was morbid of entering the home - Rory-s nightmare. @ it terrorised him. - Although Rory accepts the fact that he is - Bhen he is sent there, he is very sent there because of what had emotional and pleads with Rory C %on-t happened, he is determined to leave the let me stay hereD place as soon as his granda is out of the - 1randa becomes agitated and needs hospital. medication to sleep. - 2e sleeps poorly @ out of sheer terror of - 2e becomes pessimistic and nostalgic Tess and also of worry of his grandfather. C.eople then cared about each other. Aoo$ed out for each other. G.now - 2e also $nows that he has no choice nobody cares about anybody but and comforts his granda that he will be themselves. +t-s a horrible world, RoryD settled in 0astle treet until the hospital - C+f + were younger, +-d run away from discharge. ! C9e and my granda were going to run here.D - 2e might breathe and wal$, but inside, away.D - $he %reat &scape. my granda would be dead. ! $he landscape o# the t!o places is not pleasant ' the drabness o# the t!o places shape and re#lect the #eelin"s o# the characters and "oad them into action ($he %reat &scape)
Settin' and the Sit ation 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$es his pills regularly. +t is here that we see the interaction of characters ! /oryEs responsibility of carin' for his 'randfather is clear to the reader and GrandaEs appreciation of his yo n' 'randson is obvious. The phrases that prove this are often repeated throughout the text. ,The author-s underlying message of the strong and loving relationship that the two have is seen throughout the whole novel/. /oryEs <o rney of d ty and care be'insF The story ends with 1randa recovering in the hospital. <ut this time, Rory is not alone in his responsibility. 2e has with him his dad and the family and when he realises that 1randa is not going to die, he goes bac$ 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$y.
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The story begins and ends in quite similar settings but the characters are happier after going through their ;ourney of trials and tribulations.
Possible sample question based on the notes abo e! (escribe t!o occasions !hen the settin"s reveal somethin" about a character)s mood, situation or personality.
Settin' and the 2nderlyin' Theme
The two main characters embark on a .ourney to escape the possi%ilities of %eing separated - Granda to be in an old people s home and !or "or# to be !ostered$
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!!ic&lt$ +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$
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Plots and Ca ses

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#! FBhen he left Rory, + told him never to come bac$. Told him + washed my hands of him. Never wanted to hear from him again. 2e was a waste of space. A waste of spaceLF+f + were younger +-d run away from here somewhere where they-d never find me.9e and my granda were going to run away. CRory, +-m your dad.D C+ was young, Rory, and stupid. Too scared to come bac$ 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 >o rneys

<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 24
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PLOT(ACTIVITY )
Cause and (ffect

Time ( 9% min tes
Aims
* ( To map the sequence of events of the story To write these events as a result of cause and effect *
#aterials
Bor$sheet *a and *b
Steps
* ( 4 5 +nstruct students to sit in pairs and map the plot of the story. As$ students to present their findings. 8ncourage students to as$ questions at the end of each presentation. As$ students to write out the cause and effect of the events. Title Possible meanin*s "o'ds 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. Jsed for referring to yourself and other people with you , the two of us! Rory and 1randa/ Jsed for emphasising that something is not as possible as one thin$s it to be Jsed for referring to the person or people that you are tal$ing to
Catch
2s
.f 3o 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' p t into two separate homes"
25
+otes tudents may create their own graphic organiser that explains the plot of the story.
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PLOT(+O,-SHEET )a
Cause and (ffect
There are many incidents that ma$e up the plot in a story. Brite down the sequence of these incidents in the boxes below.
1randa leaves the chip pan on the fire and suffers from smo$e inhalation.
26
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CHA,ACTE,S(ACTIVITY .
CATCH US IF YOU CAN
PLOT(+O,-SHEET )b
Cause and (ffect

Cause
Brite down the cause and effects of the incidents that you have listed in wor$sheet *a.
Effect
1randa leaves the chip pan on the fire
2e suffers from smo$e inhalation and has to be hospitalised
27
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PLOT(ACTIVITY .
!o# *ell Do /ou 0no# Me1

Time ( 5% min tes
Aims
* To analyse how a character is portrayed as a character. *
#aterials
Bor$sheet (
Steps
* ( %istribute wor$sheet ( to each student, and instruct them to wor$ in pairs. As$ students to wor$ through wor$sheet ( to locate appropriate material from 0hapters * @ 6 and find evidence to support the assertions. As$ students to sit in group of four and to discuss their findings. 8ncourage students to share their ideas on their discussion of 1randa. 28
4 5
+otes ,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$
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CHA,ACTE,S(+O,-SHEET .
!o# *ell Do /ou 0no# Me1

Tas$ A
Bo r$ with a par tner, thin$ about what sort of person 1r anda is and what has happ ened to him up to c h a p te r6 . <elow are ten points you could m a $e about him. Bhat evidence can you find in the story to support these pointsK 1ive pa ge references for your evidence.
.oints
2e ma$es amusing mista$es. 2e can be very charming.
8vidence
29
2e can be very rude. 2e cannot be trusted. 2e is popular with Rory-s friends. 2e sometimes behaves li$e a child. 2e is a danger to himself and others. 2e dreads being put in a home. 2e hates his own son pass ionately. 2e loves Rory dee ply.
TASK A Th ese two p pils have read the booG" This is what they tho 'ht Granda(
of
+ thin$ he-s selfish. 2e-s ;ust + thin$ he-s a proud man who Notes stealing Rory-s childhoo d. 2e now nee ds some helpK 2e should show his love for Rory by should stay with Rory because lett ing him live his own life they really love each other.
Bhat do you thin$ of 1ra nda K hare your opinions with another pair and see if you all agree.
30
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CHA,ACTE,S(ACTIVITY /
My friend2 Tess
Time ( 9% min tes
Aims
* ( To explore and empathiHe with a character. To analyse what other characters thin$ of her. * (
#aterials
Bor$sheet 4a Bor$sheet 4b
Steps
* ( +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 31 format of essay/. ,Bor$sheet 4b/ what Rory and Tony say ,refer to sample
+otes ,t&dents sho&ld tr# to write the short essa# on Tess in three para)raphs - the !irst dealin) with Tess s general behaviour * the second on how others feel and react to her and the third* a concl&sion o! what the# think o! her$
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+O,-SHEET /a
My friend2 Tess
Te3tual (vidence
*. There was a sudden wild commotion from another room. A voice started shouting and swearing abuse. 8veryone around the table stiffened. (. C he shouldn-t be hereLD 'ac$ie said angrily. GD he-s mad. Totally off the wall. Nou never $now what she is going to do next.D
2se the table below to thinG of the character? Tess" WorGin' with a partner? fill in the col mn on the ri'ht with points of explanation to match the context al evidence on the left"
Tess$s attitude and %ehaviour
32
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$ie tutted. C he-s the type that-ll always find something to be angry about.D 6. Bhen Tony came bac$ into the $itchen he tried to reassure me. C he-s not going to be here for long. They-re arranging another place for her.D CATCH US IF YOU CAN +O,-SHEET /b
My friend2 Tess
General Behaviour of Tess
Sample ,ormat of Essay on the character st dy of Tess"
How others feel and react to her
33
What others think of her
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CHA,ACTE,S(ACTIVITY 0
I pac&ed a suitcase for

Time ( 5% min tes
Aims
* To analyse the different $inds of F;ourneys- a character ta$es over the course of a novel. *
#aterials
Bor$sheet 5
Steps
* ( 4 +nstruct students to wor$ 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. %istribute wor$sheet 5. +n the tag beside each suitcase, as$ students to write the type of ;ourney Rory underta$es. <eneath the space have students list the essential 34 Rory on the ;ourney. items, friends and other things that helped
+otes The worksheet can be adapted !or other characters in the no(el$
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CHA,ACTE,S(+O,-SHEET 0
I pac&ed a suitcase for

+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.
+hysical .ourney
()otional .ourney
35
'piritual .ourney
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SETTIN1(ACTIVITY
A .ourney to re)e)%er
Time ( 5% min tes
Aims
* To chart the ;ourney of the characters as they travel from cotland to 8ngland. *
#aterials
Bor$sheet &
Steps
* ( 4 1ive each student wor$sheet & each. 1et students to sit in groups of 4 to & and chart the ;ourney in the spaces provided. %iscuss the answers with the students.
36
+otes +s an enrichment acti(it#* st&dents decide 3 places which the# think are important in the stor#$ +sk st&dents to !ind te't&al e(idence !rom the no(el that describes these places$ .licit what these descriptions tell them o! the di!!erent settin)s described b# the st&dents$
SETTIN1(+O,-SHEET
A .ourney to re)e)%er
Scotland
Write down all the si'nificant places /ory an' Granda 'o to when they escape from /achnadar and move on to *iverpool? En'land"
37
England
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SETTIN1(ACTIVITY 3
Caravans
Time ( 5% min tes
Aims
* ( To compare the two settings. To differentiate the social bac$grounds of these settings. *
#aterials
Bor$sheet 6
Steps
* ( 4 .rovide each student with wor$sheet 6. +nstruct students to read both excerpts and discuss the differences in pairs. As$ students to write their answers on the wor$sheet. 38
+otes ,t&dents can be asked to write down words &sed to describe the cara(ans and e'plain how these words made the cara(ans di!!erent$ The st&dents can also be asked to write a description o! their classroom$
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SETTIN1(+O,-SHEET 3
Caravan 4
Caravans
Caravan 5
The cara(an was l&'&r#$ /nl# the best This (an is so &nlike !or 0arren s m&m$ 0arren s m&m s$ There were two 3ri)htl# co(ered bedrooms and a !itted shawls were thrown kitchen$ There was a o(er the seat and the Co)pare thewith t#oa caravans *rite your ans#ers on bathroom lamps threw o&t a so!t 1 opened the and warm* oran)e a shower$ separate piece of paper c&pboards$ 2&st as )low$ +nd the smell4 15 0arren 6ow is had 7ara(an 1 di!!erent !rom 7ara(an 28spices and told me* it was o! the# were crammed cinnamon and )arlic$ 1t 25 9h# do #o& think there is this :di!!erence !&ll o! tins and packets$ was as i!8we had been There was tea and catap&lted into another co!!ee and s&)ar and word$ cereal and dried milk$
39
THE4ES(ACTIVITY
Feelings
Time ( 5% min tes
Aims
* To understand and analyse a theme in the novel. *
#aterials
Bor$sheet 7
Steps
* ( +nstruct students to read and discuss the excerpt given in pairs. As$ students to complete wor$sheet 7. 40
+otes Tin&ers ;noun) - tra(ellers ;in !ormer times* somebod# who tra(elled !rom place to place to mend metal ho&sehold items s&ch as pots and pans5$
THE4ES(+O,-SHEET
Feelings
/ead the followin' excerpt and answer the D estions below" !ecide the theme which comes across thro 'h this excerpt" 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, $nowing that it was annoying him no end. 41
*.
Bhy do you thin$ 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
,a/
0ircle one of the following words that best describe the theme in the excerpt. AN,(R 6(A"O7'/
+R(67DIC(
F(AR
,b/
%iscuss reason for your choice of answer in 5,a/.
42
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
THE4ES(ACTIVITY
Relationship s
Time ( 5% min tes
Aims
* To understand and analyse a theme of in the novel. *
#aterials
Bor$sheet M
43
Steps
* As$ students to read and answer the questions in wor$sheet M.
+otes
THE4ES(+O,-SHEET
Relationship s
Exercise A
/ead the excerpt and answer the followin' D estions <lease God let him wake &p soon 1 didn t pra# (er# o!ten$ 3&t 1 did no#$ 1 closed m# e#es and sent &p a special pra#er$ :=isten* 3i) man* m# name s "or#$ 1 know 1 don t talk to >o& m&ch* b&t >o& re b&s# with wars and !amine and thin)s$ +nd me and m# )randa are &s&all# doin) /?$ ,o hope >o& are )oin) to listen to me now$ 1 don t )i(e >o& an# tro&ble$ ,o a bit o! help here wo&ld be m&ch appreciated$ 1 want him to wake &p$ 1 promise 1 ll ne(er sho&t at him a)ain* e(en when he sl&rps his tea$ 1 ll e(en listen to his endless stories abo&t his bowel 44 abo&t him a)ain44$1 promise4$$i! mo(ements$ 1 ll ne(er moan or complain #o& %&st let him wake &p$
*.
2ow do the three words Fsoon-, Fnow- and Fspecial- add to the impact of the prayerK A. <. 0. The words highlight the urgency of the prayer. +t shows that Rory is desperate to get his grandfather out of the hospital. +t shows that he loves his grandfather dearly.
(.
Rory repeats the phrase CG want him to wa$e up.D Bhat does this reveal of Rory-s relationship with his grandfatherK A. <. 0. 2e is desperate for his grandfather to get better. 2e loves his grandfather so much that he is ready with his promises. The 1randa seems to be the most important person in Rory-s life.
Exercise A
/ead the excerpts and answer the D estions @# )randa shook his head$ 1 m a l&ck# man* "or#$ + l&ck#* l&ck# man$ 6e took a step closer to me and to&ched m# cheek$ :9hat did 1 do to deser(e a bo# like #o&8 >o& re the most special bo# that e(er li(ed$ 6e looked aro&nd *.the T cara(an$ 8/ou$ve done all this for )e1$ 1 knew 1 was read# to cr# m#sel!$ 1 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$ 1 co&ldn t bear the tho&)ht o! m# )randa in "achnadar* as m&ch as 1 co&ldn t bear to be in 7astle ,treet$ 1 wanted to tell him that 1 wo&ld do an#thin) so we co&ld be to)ether$ +n#thin)$ :Ao* Granda* #e$re a tea)$ 1 sB&eeCed his hand$ 9e wo&ld either )o back to)ether or escape to)ether$ To)ether$ There was no other wa#$
45
*.
Bhich of the following phrases express the main idea in the above passagesK A. <. 0. %. CG.+ had done this for the both of us...D CGNou-ve done all this for meKD CG.we-re a team.D CG.There was no other way.D %o you thin$ Rory is mature for his ageK OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO ,b/ Brite down additional phrases from the novel to support your answer above. OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
,a/
THE4ES(ACTIVITY
The -ig Ideas

Time ( 5% min tes
Aims
* To identify themes based on excerpt given *
#aterials
Bor$sheet :
46
Steps
* ( 4 5 %istribute wor$sheet :. +nstruct students to wor$ in pairs and discuss the themes based on the excerpts. Then they list down the themes and find evidence to support their findings. 1et students to stic$ the wor$sheets on the wall and move around to compare the answers.
+otes The theme is the main idea, or message, of an essay, paragraph, or a boo$. 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.
THE4ES(+O,-SHEET
The -ig Ideas

EHCE/PT
/ead the excerpts and write down the themes" 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
47
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.
Write down other themes and find words or evidence from the text to s pport the themes" Themes * ( 4 5 CATCH US IF YOU CAN VALUES(ACTIVITY )8 Evidence from the excerpts
9alues in life
Time ( 5% min tes
Aims
48
#aterials
To state and provide evidence of two values found in the story
Bor$sheet *)
Steps
* ( %istribute wor$sheet *) to every student. As$ students to write four values found in the story ,with textual evidence/. elect students randomly to present their findings.
+otes The teacher ma# )i(e an e'ample o! an intended answer to )&ide st&dents o! lower .n)lish pro!icienc#$
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VALUES(ACTIVITY )8
9alues in life
S ''est fo r val es that yo may derive from the text" Write these val es in the col mn on the left and s pport them with text al evidence from the story" Write yo r answers in the space provided below"
49
=al es *
Text al evidence
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EN,ICH4ENT(ACTIVITY ))
The *riter$s Tools

Time ( 5% min tes
Aims
50
#aterials
To understand and analyse the writer-s use of language.
Bor$sheet **
Steps
* ( 4 %istribute the wor$sheets. As$ students to read the excerpt and go through instructions on wor$sheet **. 2ave students answer the questions on the wor$sheet **.
+otes ,t&dents are enco&ra)ed to &se a dictionar# to !ind the meanin) o! words the# do not &nderstand$
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EN,ICH4ENT(+O,-SHEET ))
The *riter$s Tools
1 can$t remember !allin) asleep b&t 1 did$ 1 don$t e(en know how lon) 1 slept$ 1 %&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$t e(en snoring an# more$ 1 stood &p and stretched$ Time to Writers maGe1 caref l choices abo t words and cheese sentences" /ead the passa'e below wake him* tho&)ht$ 9e wo&ld ha(e some and bread44b&t o! co&rse* and maGe notes on why yo thinG Catherine #acPhail chose the words and sentences he couldn$t eat that* not #ithout his teeth: !o# could I have forgotten hi'hli'hted inabold" the)1 Dor moment the problems stretched ahead o! me li&e an o%stacle course$ 3&t 1 shr&))ed them awa#$ 9e were still here* we hadn t been ca&)ht$ There was still hope$ 1 laid a hand on Granda s 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$ 6is colo&r was all wron)$ 1n !act* he didn t ha(e an# colo&r at all$ !is s&in #as li&e the #a3 fruit you see in %o#ls in furniture 51 shops$ 6is mo&th was han)in) open$ 6e #asn$t snoring 6e #asn$t %reathing$
;ow wo ld yo describe this passa'e? 3o can choose from the words below or thinG of some of yo r own"
%ramatic Fast hoc$ing
ad Jnpredictable %istressed
Explain how the writer has made this passa'e hi'hly dramatic"
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LITE,A,Y 9EVICES(ACTIVITY ).
')iles
Time ( 5% min tes
Aims
52
#aterials
To understand and analyse the writer-s use of language.
Bor$sheet *(
Steps
* ( 4 %istribute wor$sheet *(. As$ students to ma$e notes wor$sheet *( and collect evidence of charactersthoughts as they are implied by smiles and loo$s. 8ncourage students to speculate correctly what these gestures really mean.
+otes Aanguage is used by an author to reveal the theme and purpose of the novel.
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LITE,A,Y 9EVICES(+O,-SHEET ).
')iles
Sometimes a characterEs facial expression is < st as important as what they say" The first section of Cat$h Us I& You Can is f ll of people smilin'" ,ill in the table below? explainin' why yo thinG these people are smilin'"
53
The smiler
The Flady-, who loo$ed about sixteen, smiled and than$ed him and too$ a seat.,.age (/ 2e bent right down to the smiling baby and started tal$ing ,.age (/
The reason for the smile

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
%r Nicol was smiling. ,.age 4/
9rs Foley beamed. ,.age *7/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
<ut my granda was smiling and nodding his head as if he-d ;ust given her a lovely compliment. ,.age *7/ %arren-s smile wavered. ,.age ()/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
9y granda loo$ed pleased when + said that and he stood up and grinned toothlessly ,.age (4/ A male nurse was at the door... 2e was smiling, but that didn-t ma$e me feel any better. ,.age (6/ ?al 'essup came in later. he had a big smile on her face ,.age (M/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
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:EYON9 THE TE;T(ACTIVITY )/
My #ay;
Time ( 5% min tes
Aims
54
#aterials
To relate a character-s personality and adventures in his life.
* (
Bor$sheet *4 Recorded song F9y way-
Steps
* ( 4 %istribute lyrics ,wor$sheet *4/ to students. .lay the song for students to listen or sing along. 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 ,t&dents are enco&ra)ed to download the l#rics o! the son) entitled E@# 9a#F$
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:EYON9 THE TE;T(+O,-SHEET )/
My #ay;
2ighlight lines in the following song which may have close reference to 1randa-s life.
#y Way

55
And now, the end is near And so + face the final curtain. 9y friend, +3ll say it clear +3ll state my case of which +3m certain. +3ve lived a life that3s full + travelled each and every highway And more, much more than this, + did it my way. Regrets, +3ve had a few <ut then again too few to mention. + did what + had to do And saw it through, without exemption. + planned each charted course 8ach careful step, along the byway And more, much more than this, + did it my way. Nes there were times, +3m sure you $new, Bhen + bit off more than + could chew <ut through it all, when there was doubt + ate it up, and spit it out, + faced it all, And + stood tall, And did it my way.
+3ve loved, +3ve laughed and cried +3ve had my fill, my share of losing. And now, as tears subside, + find it all so amusing. To thin$, + did all that, And may + say, =not in a shy way=, Eh no, oh no not me, + did it my way. For what is a man, what has he got, +f not himself, then he has not, To say the things, he truly feels, And not the words of one who $neels. The record shows, + too$ the blows, And did it my way. .erformed by" Fran$ inatra
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:EYON9 THE TE;T(ACTIVITY )0
Reach out
Time ( 5% min tes
Aims
* To role play a character in the novel *
#aterials
Bor$sheet *5
56
Steps
1et students to role play the various characters who proved helpful to 1randa.
+otes
Role play @ %rama!li$e classroom activity in which students ta$e the roles of different participants in a situation and act out what might typically happen in that situation. For example, to practise how to express complaints and apologies in a foreign language, students might have to role!play a situation in which a customer in a shop returns a faulty article to a salesperson. ((ictionary o# +an"ua"e $eachin" , -pplied +in"uistics, p" ./0, 1ack 2. 3ichard, +on"man 4ublication).
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:EYON9 THE TE;T(+O,-SHEET )0
Reach out
T+,? 1n the !irst hal! o! 7a tch Gs 1! >o& 7a n m a n# people tr # to help Granda and "or#$ 1ma)ine that !o&r o! these people ha(e a meetin) to disc&ss what is best !or both Gra nda and "o r#$ 9o rk in a )ro&p o! !o& r* each takin) th e role o! one o! the people at th e meetin)$ 0ecide what 57 #o&r chara cter thinks wo&ld be the best thin) to do$ The B&estions below will help #o&$
I estion to asG !r P P P P P P P P
+icol
Bhat do you thin$ of 1rand a and RoryK Bhy do they ma$e you laughK Bhat is 1r and a suffering fromK Bhere will he get the bes t careK %o you thin$ it right that Rory has to loo$ after 1randaK Bhy did you cont act ?al 'essupK Bhat do you thin$ should happ en to 1rand a nowK Bhat do you thin$ should happ en to RoryK #rs ,oley
I estion to asG P P P P P P P P
Bhat do you thin$ of RoryK %o you thin$ it right that he has to loo$ after his 1randaK 2ow has this affected his wor$ in schoo lK 2ow has it affected his leisure timeK Bhat did you thin$ of 1randa-s behaviour a t .arents- 8veningK Bhat do you thin$ should happ en to 1rand a nowK Bhat do you thin$ should happ en to RoryK Bould you really wa nt to be his fos ter motherK
I estion to asG P P P P P P P P
=al >ess p
Bhat was your reaction when %r Nichol first ph oned youK Bhat was your reaction when you wer e told 1rand a had se t fire to the flatK Bhy do you thing Rory hates 0astle treet so muchK %o you thin$ he should stay thereK 0an you thin$ of a bett er solution to his problemsK %o you thin$ you should have tried to get 1 r anda a home helpK soo nerK %o you thin$ 1r and a should stay in Rachn adarK %o you thin$ Ror y and 1r and a should be able to live togetherK Tony
I estion to asG P P P P P
Bhat was your first imp ression of Rory when he arrivedK 2ow did you try to get to $now himK Bhat special problems do you have at 0astle treetK Bhat are your imp ressions of him nowK Bhy do you thin$ he hates 0astle tree t so muchK
58
P P P
%o you thin$ he should stay thereK 0an you thin$ of a bett er solution to his problemsK %o you thin$ Ror y and 1r and a should be able to live togetherK
< Notes
,t&dents responses ma# be their own or !rom their &nderstandin) o! iss&es in the no(el$
CATCH US IF YOU CAN
ASSESS4ENT(ACTIVITY )2
*hat a #onderful
Time ( 5% min tes
Aims
* To test students- understanding of the text. 59 *
#aterials
Bor$sheet *&
Steps
* (
1et students to refer closely to their texts and complete the grid ,wor$sheet *&/ below in group of four. As$ students to discuss answers in class.
+otes + !&ll &nderstandin) o! a te't is o!ten impossible witho&t re!erence to the conte't in which it occ&rs$ ,t&dents are enco&ra)ed to !ind meanin) within speci!ic areas o! the te't that wo&ld lend to a better &nderstandin) o! the no(el$
CATCH US IF YOU CAN
ASSESS4ENT(+O,-SHEET )2
*hat a #onderful
TASK & The following quotations are some of the many in the novel that help in the understanding of the characters in the novel. Find other such lines and complete the table below. Nou are advised to wor$ in small group of three to four students. HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH .n Chapter &$? Granda says( J+owF +obody cares abo t anybody b t themselves" .tEs a horrible world? /ory" HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH .n Chapter $9? he says ( JPeople are Gind? /ory" . tho 'ht the whole world was 60 'oin' to the do's? and then yo meet Gindness liGe this" .tEs a wonderf l world? HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH /ory"E HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH
*hat they do to *hy they help HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH help

HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH 0arren HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH ,amm#
Character
+nnie and "ab
Aorma and Aicola
0r Aicol
Ial 2ess&p
TASK $
In your opinion2 ho# is fa)ily responsi%ility portrayed in the novel Catch Us If You Can1
61
CATCH US IF YOU CAN
ASSESS4ENT(ACTIVITY )3
Chapter %y Chapter
Time ( 5% min tes
Aims
#aterials
62
To test the understanding of the text according to the different chapters.
Bor$sheet *6
Steps
* ( 4 5
8xplain to the students to understand what a question is as$ing them. 1ive them a set of comprehension questions. As$ students to answer the questions. They can wor$ individually, in pairs or in groups. 1et students to discuss answers in class.
+otes J&estionin) techniB&es - teachers ma# &se di!!erent methods in askin) B&estion* since B&estionin) is one o! most !reB&entl# &sed teachin) techniB&es* it is recommended that the !ollowin) B&estions be &sed to illicit !&rther &nderstandin) o! the no(el$
CATCH US IF YOU CAN
ASSESS4ENT(+O,-SHEET )3
Chapter %y Chapter
Anwer the following questions with close reference to the novel.
63
Chapter 1 1$ 9here do we !irst meet "or# and Granda8 2$ 9ho is 0octor Aicol8 3$ 9h# did "or# ask Granda to Esit down* Granda and beha(e #o&rsel!$F ;pa)e 15 4$ 9h# did "or# throw the (ase o! water on Granda8 5$ 9hat do #o& think home help is8
Chapter 2 1$ 9hat happened to "or# s homework %otter8 2$ 9ho is Ehol# Dole#F8 3$ 9h# did "or# s classmates lo(e Granda8 4$ 9hat did "or# tell his teacher abo&t his homework8 5$ 9h# did "or# sneak to the bakers e(er# a!ternoon8
Chapter 3 1$ 9h# did 0arren sa# "or# was t&rnin) into Ea lassieF8 2$ 9h# doesn t "or# pla# !ootball an#more8 3$ 9hat is E"achnadarF8 4$ 9hat happened to "or# s !ather8
1$ 9hat did Granda do in the toilet8 Chapter 4 and 5 2$ 9hat happened to @rs Dole# s coat8 3$ 9h# is 0arren s mom worried abo&t "or#8 4$ 9ho is Ial 2ess&p8 64
5$ 9ho tells "or# abo&t the incident at his !lat8
Chapter 6 and 7 1$ 9hat had ca&sed the !ire8 2$ 9ho is E3i) @anF and what does "or# ask !rom him8 3$ 9hat is E7astle ,treetF8 4$ 9hat was "or# s !irst impression o! 7astle ,treet8 5$ 9hat ca&sed the s&dden Ewild commotionF8 6$ 9h# co&ldn t "or# sleep that ni)ht8
Chapter 8 and 9 1$ 9h# did "or# re!er to Tess as the monster8 2$ 9h# do #o& think Tess )ets special treatment8 3$ 6ow did Granda react when he !o&nd o&t "or# had spent the ni)ht at 7astle ,treet8 4$ 9h# did "or# want to paint the !lat8 5$ 9ho did Granda sa# (isited him at the hospital8 1$ +ccordin) to 0arren* wh# does @rs Dole# seem e'tra concerned abo&t "or#8 2$ 9here had the# Granda8 Chapter 10 11mo(ed and 12 3$ 9h# was Granda cr#in)8 65 4$ 9h# did "or# pick a !i)ht with Tess8 5$ 9hat did "or# decide to do8
Chapter 13 and 14 1$ 6ow did 0arren help with EThe Great .scapeF8 2$ 9hat was "or# s plan8 3$ 9here was their !irst hide o&t8 4$ 9h# was the cara(an so well-stocked8 5$ 6ow co&ld 0arren warn "or#8
Chapter 15 and 16 1$ 9hat did the# ha(e !or break!ast the !irst mornin) in the cara(an8 2$ 9h# did Granda whoop like a cowbo#8 3$ 6ow did Granda react to the tra(ellers8 4$ 9hat two talents did "or# learn abo&t his )rand!ather8 5$ 9ho did "or# hear Granda talkin) to at ni)ht8 1$ 9h# did "or# throw his phone awa#8 2$ 9h# did the police block the entrance to the park8 3$ 9hat did Granda Chapter 17 and ask 18 "or# to do8 ;p) 815 4$ 9ho helped them escape !rom the police8 5$ 6ow did the# reco)nise Granda and "or#8 66 6$ 9hat did T#rone and "or# ha(e in common8
Chapter 19 and 20 1$ 9hat is "&b# s nickname !or Granda8 2$ 9here were T#rone and his !amil# takin) them8 3$ 9hat did Ial 2ess&p sa# on TI8 4$ 9h# did "or# ha(e do&bts a!ter seein) 0arren s mother on TI8 5$ 9hat happened to T#rone s sister8 6$ 9h# was "or# embarrassed b# all the times he had slammed the door on tra(ellers when the# had come sellin) their wares8
Chapter 21 and 22 1$ 9ho did Granda dance with8 2$ 9hat did "&b# tell "or# abo&t his !&t&re8 3$ 1$ 4$ 2$ 5$ 3$ 9h# did the# ha(e to lea(e T#rone and his !amil#8 9h# didn t the# sit to)ether on the train to Glas)ow8 9here were Granda and "or# )oin)8 9h# did the# )et o!! the train at <erth8 6ow did Granda !eel abo&t lea(in) the tra(ellers8 9h# do #o& sa# so8 9h# did the bo# )rab "or#8
4$ 9hat did Granda do to him8 5$ 6ow did Granda react to "or# s desperation at what to do ne't8 Chapter 23 and 24 6$ 6ow does Granda know how to hot-wire a car8 7$ 9h# does Granda pick the old 7orsa8 67 8$ 9h# did Granda s dri(in) terri!# "or#8
Chapter 25 and 26 1$ 9hat is the si)ni!icance o! the son) E@# 9a#F8 2$ 9hom did the# meet at the petrol station8 3$ 9h# was "ab willin) to help them8 4$ 9h# was Granda taken &p b# "ab8 5$ 9h# are people helpin) them8 6$ 9hat was "or# s bi) disco(er# as he listened to the TI reporter8
Chapter 27 and 28 1$ 9hat was the societ# s response to the two o! them r&nnin) awa#8 2$ 9hat was "ab s ad(ice to "or#8 3$ 9hat did "ab s plan in(ol(e8
Chapter 29 1$ E=i!e is not like a mo(ie$F 9hat do #o& think "or# means b# this8 2$ 9h# does "or# keep =i(erpool a secret !rom Granda8 3$ 6ow does Granda !inall# know that the# were )oin) to =i(erpool8 68
Chapter 30 31 32 and 33 1$ 9h# did Granda not want to meet "or# s !ather a)ain8 2$ 9h# do "or# and Granda lea(e Aicola s ho&se in a h&rr#8 3$ 9h# did Granda re!&se to lea(e the cold b&s shelter8 4$ 9hat were "&b# s words that kept pla#in) on "or# s mind8 5$ E$$$a terrible sadness$F 9hat is this sadness abo&t8
6$ 9hat is the o&tcome o! the abo(e8 7$ Id find what I was looking for. 9hat was it that "or# was lookin) !or8
'uggested Ans#ers
ACT.=.T3 &a T;E G/EAT ESCAPE
1randa leaves the chip pan on fire ! suffers from smo$e inhalation and hospitalised As he is alone, Rory has to stay at the children3s home at 0astle treet. 9edical assessment of 1randa finds him F;ust not fit enough- @ a decision to send him to Rachnadar because it is realised that Rory cannot be responsible for his grandfather anymore.
69
Rory plans to ta$e his grandfather away from the nursing home. Ethers worry about Rory being so young and being burdened with the responsibility of ta$ing care of 1randa. trangers come forward to help. Rory wishes to go to Aiverpool to hand over the responsibility of his 1randa to his own dad. The family is reunited. 1randa is happy with his granddaughters and Rory is than$ful that he has a family. ACT.=.T3 &b ( Ca se and Effect Cause Granda leaves the chip pan on fire - suffers from smoke inhalation is weak and on oxygen. If Granda had not attempted to fry chips for lunch? As he is alone, Rory has to stay at the children's home at astle !treet. Rory is unhappy" terrorised #y $ess and is worried a#out his Granda. %edical assessment of Granda finds him &'ust not fit enough( a decision to send him to Rachnadar #ecause it is realised that Rory cannot be responsible for his grandfather anymore. Effect As he is alone, Rory has to stay at the children's home at astle !treet. Rory is unhappy" terrorised #y $ess and is worried a#out his Granda. %edical assessment of Granda finds him &'ust not fit enough( a decision to send him to Rachnadar #ecause it is realised that Rory cannot be responsible for his grandfather anymore. THE GREAT ESCAPE Rory plans to take his grandfather away from the nursing home. Takes on the responsibility of planning the getaway.
THE GREAT ESCAPE Rory plans to take his grandfather away from the nursing home. Takes on the responsibility of planning the getaway.
Where am I going son? I looked up at him and a wa!e of lo!e swept o!er me. "y granda looked like a little boy# as if he were my baby brother# relying on me to make things better# $ust as I%d always relied on my granda.
Where am I going son? I looked up at him and a wa!e of lo!e swept o!er me. "y granda looked like a little boy# as if he were my baby brother# relying on me to make things better# $ust as I%d always relied on my granda. ) wanted to tell him that ) had done this for #oth of us, so we could #e together, the way we were meant to #e. ) wanted to tell him that ) would anything so we could #e together.
) wanted to tell him that ) had done this for #oth of us, so we could #e together, the way we were meant to #e. ) wanted to tell him that ) would anything so we could #e together.
*ut others worry a#out Rory #eing so young and #eing #urdened with the responsi#ility of taking care of Granda.
70
*ut others worry a#out Rory #eing so young and #eing #urdened with the responsi#ility of taking care of Granda.
!trangers come forward to help. $he two runaways are on national news and many people want them to #e together. Rory wishes to go to +iverpool to hand over the responsi#ility of his Granda to his own dad.
$he family is reunited. Granda is happy with his granddaughters and Rory is thankful that he has a family.
ACT.=.T3 $ TASK A Points

2e ma$es amusing mista$es. 2e can be charming. 2e can be very rude. 2e cannot be trusted. 2e is popular with Rory-s friends. 2e sometimes behaves li$e a child. 2e is a danger to himself and others. 2e dreads being put in a home. 2e hates his own son passionately. 2e loves Rory deeply.
( ;ow well do yo Gnow me?
Evidence
.utting Rory-s homewor$ down the rubbish chute and the rubbish in Rory-s school bag. F+n you come darling. Rory, get the lady-s bag. 0hapter *6 @ CTin$ersLD C%on-t trust Fem. %on-t li$e FemD 1randa had set himself on fire at the doctor-s office @ he never puts off his pipe properly> leaving it to smoulder until it bursts into flames. 9y classmates loved my granda @ they thought his exploits were hilarious. They were always eager for more stories about him FNow sit down, 1randa, and behave yourself.ometimes living with my granda was li$e having a baby in the house Aeft electric ring switched on and burned a pot. 1randa-s coat is accidentally set on fire when he is in school for .arent-s %ay. 9y granda will never go into a home. +t will $ill him. FBhen he left Rory, + told him never to come bac$. Told him + washed my hands of him. Never wanted to hear from him again. 2e was a waste of space. A waste of spaceLFThe only son +-ve got now is you, Rory. Nou-re the best boy that ever lived. + don-t need anybody else, and neither do you.-
TASK A Bhat do you thin$ of 1randaK hare your opinions with another partner and see if you all agree. ! ! As an elderly man, given to lapses of memory, 1randa has a generous heart and is certainly full of charm. 2e loves his grandson dearly and is very proud of him. Nevertheless, he is a frightened Fchild- and is aware that he needs Rory to be with him at all times @ at least to feel safe.
71
! ! !
2e is quite incapable of loo$ing after himself @ his medication and food has to be attended to by someone else and the only other person who can do it responsibly is Rory. <ut Rory is not only willing but is also a very capable boy who thin$s it is now his duty to ta$e care of his 1randa since his 1randa had Fta$en care of him all his life-. o, it is not only 1randa who needs Rory-s help and care but Rory too believes that together they ma$e a Fwonderful team.( #y friend? Tess
ACT.=.T3 4
Textual 8vidence
*. There was a sudden wild commotion from another room. A voice started shouting and swearing abuse. 8veryone around the table stiffened. (. C he shouldn-t be hereLD 'ac$ie said angrily. GD he-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. C he-s the type that-ll always find something to be angry about.D 6. Bhen Tony came bac$ into the $itchen he tried to reassure me. C he-s not going to be here for long. They-re arranging another place for her.D
.oints of explanation
Tess certainly had her way in the 0hildren-s home. A young girl who is angry with the rest of the world most of the time, she is abusive in character and language. 2er attitude not only frightens the other inmates but also displeases them. 'ac$ie obviously has had enough of Tess and he quic$ly surmises her as being mad and dangerous. 2e does not thin$ she warrants a place in the home and should not be among them. +t is obvious that Tess despises anyone new to the home and Rory becomes her latest Fvictim-. 2er raised voice is most probably to show that she is in power @ an attitude that she may employ to frighten the other children. Authoritative, Tess is showing definite signs of being the home-s terrifying bully. he is also somewhat abusive in her reactions to Rory. No one is really sure why Tess behaves the way she does. The other children have come to the conclusion that Tess does not need much to be angry about and would harp on any reason to be so foul tempered. Tony is aware that Rory has become Tess-s target of attac$ and his answer is probably to soothe the young boy-s frayed and frightened nerves.
ample Format of 8ssay on the character study of Tess 1eneral <ehaviour of Tess 2ow others feel and react to her
Tess is in the children-s home in 0astle treet because her mother is apparently in prison. For some reason or other, she is a highly strung person, foul mouthed and quite uncouth. he seems to be angry with the rest of the world and is abusive, especially towards Rory. 2er attitude both frightens and displeases the other inmates of the home. 'ac$ie obviously has had enough of Tess and he quic$ly surmises her as being mad and dangerous. 2e does not thin$ she warrants a place in the home and should not be among them. Rory, on the other hand, becomes her latest victim when he is brought to the house by ?al 'essup. he screams at him and addresses him as Cthat...D @ probably trying to frighten him with her loud voice too. he exerts her control by trying to shove him off his seat, claiming it to be hers and
72
when admonished by her $eeper, she $ic$s at the table, Fsending mug tumblingand spilling the tea everywhere. That night, Rory goes to bed a very frightened boy, imagining Tess to come into his room and to drag him out of bed to throw him out of the window. Tess seems to get increasingly angry with Rory as he stays on in the home. <ehaving li$e a wild animal, she tries to strangle him when he remar$s that she must ta$e after her mother. The other inmates in the house despise her. 'ac$ie is sure that Tess is the type of girl who will always find something to be angry about. Tony, being more mature, calms the tense situation around Tess by reassuring his friends that she would not be in 0astle treet for long as another place was being arranged for her. The children are not happy that Tess gets preferential treatment and gets to a private tutor in a taxi, while some of them wal$ to school, despite poor weather. %espite all misgivings, there is some measure of understanding and pity towards Tess. Tony advises Rory to feel sorry for her as no one really wants her @ her mother is in prison and her aunts and foster parents do not want her. Tony says that Tess is Fher own worst enemy- and that she really is a sad girl.
Bhat others thin$ of her
ACT.=.T3 5 +hysical 6ourney

( . pacGed a s itcase for s
The actual plotting of the 1reat 8scape @ Rory hatches a plan to go on a run li$e a convict. 'ourney proves to be a real adventure @ with dangers lur$ing at most unsuspecting corners. E@e and m# )randa were )oin) to r&n awa#$F
()otional 6ourney
A ;ourney of love and protection Rory is devastated when he realises that his 1randa will be sent to a home and he to be fostered. The fears he faces and the will to overcome them. Rory learns never to ;udge anyone. Rory-s frustration when his father does not come up to find for them after all that publicity that has been given to their Fescape-.
'piritual 6ourney A ;ourney of discovery> that they both need each other @ they are Ca teamD.
Rory reaches out to the <ig 9an when he fears he is unable to do the right things to help his grandfather. The determination to meet his father and to Fhand- over the responsibility of ta$ing care of his 1randa to him C<ut we-re together . Be-ll always be together. And +-ve found a family.D
ACT.=.T3 6 *. (. 4. 5. &. 6. 7. M.
( A <o rney to remember
0hildren-s- home in 0astle The 1reat 8scape Aeft Rachnadar Tyrone-s parents- caravan Forfar ,to meet ammy-s brother-s family/. %undee 1lasgow +n stolen car Aiverpool 73
:. *). **. *(.
FB8A0E98 TE 8N1AAN%- ,Aa$e %istrict./ The Fsecond- 1reat 8scape Rory runs for help @stops at a house. FReconciliationD @ to live in Aiverpool with Rory-s father and family. ( Caravans
ACT.=.T3 7 */
2ow is 0aravan * different from 0aravan (K CA/A=A+ &

%arren-s mum-s caravan @ in a prime location> secluded spot. Auxurious @ two bedrooms with a fitted bathroom. .in$ frilly curtains and duvet. Iitchen cupboards were crammed full with tins and pac$ets. Tea, coffee, sugar, cereals and dried mil$. Aocated next to a fishing pond.
CA/A=A+ $
0aravan and a large camper van. Not so plush, a little battered and old A welcoming flood light. <rightly covered shawls thrown over seats. Aamps threw out a soft and warm, orange glow. melt of spices, cinnamon and garlic. Rory wa$es up to the smell of coo$ed brea$fast and pop music on the radio. +s par$ed in indefinite spots.
(/
Bhy do you thin$ there is this Fdifference-K

0aravans belonged to two different stations in society. The first caravan is a fabulous charming home> a perfect place for a holiday @ both cosy and content. The second caravan is more a home, albeit one with minimum permanence but its warm colours and homely smells symbolise security and a peaceful domestic setting away from home. The first caravan is also deserted and is occupied when and if desired. 2ence it fulfils immediate needs and nothing more. The second caravan offered security within a family unit and was able to ta$e off at a moment-s notice to avoid being caught. Bhile being private, it offered Rory and 1randa a social setting in which they were most comfortable.
Symbolism of caravans .rivate elf sufficient ecure The first caravan, being luxurious and well stoc$ed, was a novelty and an immediate
74
place to hide in while the second one provided a very domestic place of security ,the security of a family setting that both Rory and his 1randa had missed all this while/.
ACT.=.T3 8 *.
( ,eelin's
Bhy do you thin$ 1randa said, F%on-t trust Fem. %on-t li$e them.Granda is a pro&d man - the wa# he dismisses his son o&t o! his li!e - is reason eno&)h to belie(e that he does not tr&st an#one e'cept "or#$ 6e ma# ha(e been !ri)htened meetin) the two stran)ers ;,amm# and T#rone5 in the secl&ded spot him and his immediate reaction was to dismiss them r&del#$ D&rthermore* both ,amm# and T#rone were dressed rather shabbil# and Granda wo&ld ha(e tho&)ht that these two stran)ers were not to be tr&sted$ Their !irst meetin) was certainl# not a !riendl# one$
(.
Bhat could have been the possible reasons for his disli$eK
Granda s !ear that the# were alone in a secl&ded spotK the stran)ers were dressed shabbil# and this co&ld ha(e been a reason !or )randa s pre%&dice$ 4. %o you thin$ 1randa was fair to the travellersK
Ao* he was not$ 6e co&ld ha(e been more polite in B&estionin) their intentions$ 5. 0ircle one of the following words that best describe the feelings that 1randpa portrayed. AN,(R F(AR 6(A"O7'/ +R(67DIC(
&.
%iscuss your answer with your friends and teacher.
ACT.=.T3 9 (=(RCI'( A *.
( /elationships
2ow do the three words Fsoon-, Fnow- and Fspecial- add to the impact of the prayerK A" The words hi'hli'ht the r'ency 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$e up.D Bhat does this reveal of Rory-s relationship with his grandfatherK
75
A. 2e is desperate for his grandfather to get better. <. 2e loves his grandfather so much that he is ready with his promises. C" The Granda seems to be the most important person in /oryEs life"
EHE/C.SE A
*.
Bhich of the following phrases express the main idea in the above passagesK A. CG.+ had done this for the both of us..D <. C GNou-ve done all this for meKD C" KF"weEre a team"L %. CG.There was no other way.D
(.
%o you thin$ Rory is mature for his ageK /es he is a )ature %oy %ecause he is not only very concerned and responsi%le of his grandfather2 %ut also &no#s that he cannot %e separated fro) his ,randa Therefore his plotting and finally the escape fro) Rachnadar are %oth %rilliant and touching Rory re)ains his grandfather$s carer at all ti)es throughout their adventures and .ourney Brite down a few phrases from the text that support your answer.
4 My granda had ta&en care of )e all )y life No#2 #hen he #as getting old and forgetful and #as never >uite #ell2 no# it #as )y turn to loo& after )y granda -ut if it #asn$t )y responsi%ility2 then #hose #as it1 I loo&ed up at hi) and a #ave of love s#ept over )e My granda loo&ed li&e a little %oy2 as if he #ere )y %a%y %rother2 relying on )e to )a&e things %etter2 .ust as I$d al#ays relied on )y granda A*hy couldn$t people realise that I #as all )y granda had; and; ,randa #as all I had too If they put ,randa into a ho)e; #here #ould I go1
5 ?
ACT.=.T3 :
( The Ai' .deas
/ead the excerpts and write down the theme EHCE/PT 1randa says " CTin$ersLD 9y granda spat the word in disgust. C%on-t trust Fem. %on-t li$e Fem.D T;E#ES
*e should not assu)e that people #e do not &no# are not to
76
%e trusted B+re.udicesC
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 $ey of the caravan. All the time it seemed to me that 9rs Foley had been watching us suspiciously.
0ey issues that young children are %ound to confront as they challenge authority
F1randa, + thought you were going to die..utting it in words brought the tears to my "ove %et#een generationsD a eyes, and + was glad no one could see me as young %oy is aghast that my 1randa hugged me close to him. so)eone he loves deeply )ay die The doctor didn-t give me a chance to answer. Rory can-t do everything. 2e does "ove overco)es civic E fa)ilial the shopping and the coo$ing. 2e cleans the responsi%ilities house. 2e-s only a boy, and 9r. 9c+ntosh he needs help.
Write down other themes and find words or evidence to s pport the themes Themes 1$ Damil# and relationship s Evidence from the excerpts
1$ There was onl# Granda and me$ 9ere the two o! &s eno&)h to make a !amil#8 2$ 9e still had each other ;chap$ 125 3$ 6e can beha(e an#wa# he wants$ 6e s the best )randa in the world$ ;chap$ 125 4$ :1 m onl# here till m# )randa )ets o&t o! hospital$ - :Ao )randson o! mine is )oin) to 7astle ,treet$ Aot when 1 m ali(e$ 1$ @# )randa ne(er !or)ot to take his pillsK beca&se I )ade sure he too& the)$ 2$ F/?* 3i) @an* 1 need some help here$ 1 can t do this on m# own$F 1$ <eople are kind "or#$ 1 tho&)ht the whole world was )oin) to the do)s* and then #o& meet kindness like this$ 1t s a wonder!&l world* "or#$ 2$ + wonder!&l world - <assin) &s like the baton in a rela# race$ <eople who didn t e(en know &s* b&t who were willin) to help an#wa#$ 1$ TI reporter - - the B&estion is how can an old man and a bo# disappear like this8 The answer had to be that people are helpin) them o&t$ The p&blic are (er# m&ch on their side$ 2$ "&b# s responseM E<eople are takin) sides abo&t #o&* ar)&in) abo&t the ri)hts and wron)s o! #o&r case$ That s )ood$ The more people who know #o&r pli)ht* the
2$ Growin) &p L +dolescenc e 3$ ,ocial and ci(ic responsibili ties
4$ ,ocial bias
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better chance o! #o& sta#in) to)ether$F
ACT.=.T3 &% ?alues Family relationships and bonds must be appreciated and maintained.
( =al es in life Textual evidence No Rory, nothing-s changed. +-d rather be here in this cold bus shelter with you than anywhere else in the world. + want us to stay together as long as we can. +s that a dealK C+t-s a deal 1randaD + wanted to tell him that + had done this for both of us, so we could be together, the way we were meant to be. + wanted to tell him that + would anything so we could be together. Anything. ,0hap. *5/. C+-m getting you out of here.D 9y granda was li$e a little boy, allowing himself to be led, without a word, without a question. afe in the $nowledge that + would loo$ after him. CNou will meet people who will help you. And there will be people you can-t trust. Nou-re loo$ing for something, Rory, and when you find it, everything changes for you. G.And a terrible sadness will come first. F<ecause of that terrible sadness, Rory, you will find the thing you-re loo$ing for.D
0ommunication is an important feature among friends and family members. Trust is a vital component in bridging generations. Those we should trust may sometimes let us down> those we do not trust may sometimes be our friends in need.
ACT.=.T3 &&
( The writerEs tools
Writers maGe caref l choices abo t 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"
1 can t remember !allin) asleep b&t 1 did$ 1 don t e(en know how lon) 1 slept$ 1 %&mped awake into a silent ni)ht$ Aot a bird$ Aot a r&stle o! trees or b&shes$ There wasn t a breath o! wind$ Granda wasn t e(en snorin) an# more$ 1 stood &p and stretched$ Time to wake him* 1 tho&)ht$ 9e wo&ld ha(e some cheese and bread44b&t o! co&rse* he co&ldn t eat that* not witho&t his teethN 6ow co&ld 1 ha(e !or)otten them8 Dor a moment the problems stretched ahead o! me like an obstacle co&rse$ 3&t 1 shr&))ed them awa#$ 9e were still here* we hadn t been ca&)ht$ There was still hope$ 1 laid a hand on Granda s sho&lder to wake him* and a cold shi(er ran thro&)h me* as i! someone had %&st walked o(er m# )ra(e$ 6is colo&r was all wron)$ 1n !act* he didn t ha(e an# colo&r at all$ 6is skin was like the wa' !r&it #o& see in bowls in !&rnit&re shops$ 6is mo&th was han)in) open$ 6e wasn t snorin)$ 6e wasn t breathin)$
78
;ow wo ld yo describe this passa'e? 3o can choose from the words below or thinG of some of yo r own"
%ramatic Fast hoc$ing
ad Jnpredictable %istressed
Explain how the writer has made this passa'e hi'hly dramatic" The writer &ses the ne)ati(e !orms o! the modals- a bleak pict&re is createdK
mood is somewhat sombre$ The &se o! personi!ication* similes ;like the wa' !r&it5 and metaphors ;somebod# had %&st walked o(er m# )ra(e5
,ensor# details o! the en(ironment -the stillness o! the s&rro&ndin) - as i!
contrib&tin) to the pathos o! the sit&ation$ +lso the !eelin)s o! the narrator &se o! B&estion techniB&e pro(ides the emotional hook K an indicator o! tension and problems to come in the stor#$
The iss&e o! :!or)otten teeth add to the man# problems that "or# seems to ha(e$
"epeated re!erences to Granda s sit&ation - was not snorin)* was not breathin)
- b&ildin) &p to a crescendo that he ma# be dead$ The !inal sentence sa#s that he is dead$ ,entences are short and B&ick* addin) &p to the clima'$ <assa)e has the three parts o! :what the narrator did* saw and tho&)ht -
ACT.=.T3 &$
( Smiles
The smiler
The Flady-, who loo$ed about sixteen, smiled and than$ed him and too$ a seat.,.age (/
The reason for the smile

The #o&n) :lad# was ob(io&sl# )rate!&l that Granda had not onl# opened the door !or her b&t had also asked "or# to help her with her ba) as she came into the doctor s o!!ice* str&))lin) with a bab# in her arms$ +n ob(io&sl# happ# bab# who was happ# to be in the arms o! her mother as well as recei(e Granda s attention$
2e bent right down to the smiling baby and started tal$ing ,.age (/
79
%r Nicol was smiling. ,.age 4/
0r$ Aicol was probabl# am&sed at the wa# @ister @c1ntosh had been drenched b# his )randson who* in an attempt to p&t o&t the smoke belchin) !rom his )rand!ather s pockets* had thrown a (ase o! water at him$ The doctor was also probabl# tickled b# Granda s complaint abo&t how he had been :practicall# drowned b# his )randson as well as his pron&nciation o! the word :pne&monia $ +ll in* the doctor was (er# !amiliar with his patient* ha(in) known them !or a (er# lon) time$ @rs Dole# was happ# to !inall# meet @ister @c1ntosh* "or# s )rand!ather* on <arents Ai)ht and probabl# wanted to break the news abo&t "or# s late homework to the older )entleman as politel# as possible$
9rs Foley beamed. ,.age *7/
<ut my granda was smiling and nodding his head as if he-d ;ust given her a lovely compliment. ,.age *7/
Granda was smilin) at the !act that "or# had been correct abo&t tellin) him abo&t @rs$ Dole# s mo&stache$ 6is smile* to)ether with the nod o! the head* was a con!irmation o! the memor# o! what he had heard !rom his )randson as he was seein) it ;the mo&stache5 himsel! too$ 0arren !altered in his smile beca&se his mother had told him that the !ire incident co&ld ha(e been more dan)ero&s than it act&all# had been$ <erhaps 0arren knew too that the incident co&ld ha(e t&rned o&t to be a dan)ero&s accident and that his !riend had too m&ch o! a responsibilit# to bear* carin) !or his )randa$ 1t was a toothless )rin beca&se Granda was not wearin) his
%arren-s smile wavered. ,.age ()/
9y granda loo$ed pleased when + said that and he stood up and grinned toothlessly ,.age (4/
80
dent&res$ 3&t more importantl#* Granda was ob(io&sl# (er# happ# to hear his )randson tell him how well he looked a!ter him$
A male nurse was at the door... 2e was smiling, but that didn-t ma$e me feel any better. ,.age (6/
The n&rse was probabl# tr#in) to be reass&rin)* and it was in his best intentions to break the news abo&t )randa to "or# in a pleasant wa#$ The smile co&ld possibl# so!ten the case and red&ce "or# s worr# and an'iet#$
?al 'essup came in later. he had a big smile on her face ,.age (M/
Ial was )en&inel# happ# and relie(ed that Granda was )oin) to be /? and she was )lad that she co&ld p&t "or# s mind at ease$
ACT.=.T3 &4
( #y way"""
And now, the end is near And so + face the final curtain. 9y friend, +3ll say it clear +3ll state my case of which +3m certain. +3ve lived a life that3s full + travelled each and every highway And more, much more than this, + did it my way. Regrets, +3ve had a few <ut then again too few to mention. + did what + had to do And saw it through, without exemption. + planned each charted course 8ach careful step, along the byway And more, much more than this, + did it my way. Nes there were times, +3m sure you $new, Bhen + bit off more than + could chew <ut through it all, when there was doubt
+3ve loved, +3ve laughed and cried +3ve had my fill, my share of losing. And now, as tears subside, + find it all so amusing. To thin$, + did all that, And may + say, =not in a shy way=, Eh no, oh no not me, + did it my way. For what is a man, what has he got, +f not himself, then he has not, To say the things, he truly feels, And not the words of one who $neels. The record shows, + too$ the blows, And did my way.
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+ ate it up, and spit it out, + faced it all, And + stood tall, And did it my way.
*yrics
/elativity to GrandaEs *ife

,randa is certainly an old )an #ho is >uite un#ell !e is heavily dependant on )edication to &eep hi) healthy and needs so)eone to ta&e care of hi)
And now, the end is near And so + face the final curtain. +3ve lived a life that3s full
,randa had lived an adventurous life for instance2 he had lived %eside a river as a %oy and had al#ays fished and had learnt ho# to prepare the fish too In another e3a)ple2 ,randa had %een a )otor )echanic %efore and no# utilised his &no#ledge of cars to steal one +erhaps the )ain regret that he had %een old #hen he had had a son and that he had spoiled the son too )uch That the son had ta&en things for granted and had thro#n things aside #hen he gre# tired of the)2 and that included Rory and his )other 'o ,randa did #hat he had to do and A#ashed his hands$ off his son2 never #anting to hear fro) hi) again There are ti)es #hen ,randa atte)pts to help out %ut )a&es a )ess out of things2 for instance #hen he %urnt the chip pan !e #as >uite incapa%le of doing things around the house %ecause of his failing )e)ory !e too& care of his grandson on his o#n after Rory$s grand)other passed on and never >uite gave in to his ail)ents and ina%ilities
Regrets + did what + had to do And saw it through, without exemption.
Nes there were times, +3m sure you $new, Bhen + bit off more than + could chew
+ ate it up, and spit it out, + faced it all, And + stood tall, And did it my way.
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And may + say, =not in a shy way=,
,randa #as never >uite shy al#ays char)ing hi)self to pretty #o)en and %eing a%solutely fran& #hen it re>uired hi) to %e The instance #hen he had to tell his son not to return after he had left Rory and his )other !e too& over the caring of Rory on his o#n2 never once trying to find the son he had dis)issed
To say the things, he truly feels, And not the words of one who $neels.
The record shows, + too$ the blows, And did my way.
+erhaps the %lo#s that granda )ight have felt is #hen his only son leaves the house for good F and then later2 #hen his #ife dies and he tends to the up%ringing of Rory on his o#n Finally2 a )a.or %lo# could %e his ailing health as #ell2 re>uiring hi) to %e ta&en care of instead of hi) ta&ing care of Rory
ACT.=.T3 &5
( /each o t
,Accept any suitable answers/ ACT.=.T3 &6 TASK A WorGin' in a small 'ro p? complete the table below( ( What a wonderf l world
Character
0arren
*hat They Do To !elp

1$ 6e helps "or# come with an e'c&se !or @rs$ Dole# as to wh# "or# had not passed &p his homework$ 2$ 6e is a )ood listener and altho&)h he con(e#s his mother s messa)es L opinions to "or#* he himsel! is worried abo&t the b&rden o! responsibilit# that his 83
*hy They !elp

0arren Disher is "or# s best pal and )en&inel# likes Granda too$
dear !riend has to bear$ 3$ 0arren comes &p with the sol&tion that "or# and Granda co&ld :escape to his mother s secl&ded b&t com!ortable cara(an when "or# knew he had to take his )rand!ather awa# !rom "achnadar$ "or# swears 0arren to secrec# and in t&rn the latter sneaks "or# the spare ke# o! the cara(an$ 4$ =ater* 0arren te'ts "or# to warn him that the police know where "or# and his )rand!ather are and enco&ra)es him to r&n awa#$ ,amm# 1$ 9hen "or# and Granda ha(e to lea(e the !irst cara(an* and are &nable to r&n awa# !ast beca&se o! Granda:s health* ,amm# comes &p !rom behind to lead them o&t o! the police search$ 6e practicall# o!!ers his help* leadin) them thro&)h the trees and b&shes$ 2$ ,amm# e'plains that the police wo&ld ha(e )ot to "or# and Granda i! he and T#rone had not helped them instead$ The# had act&all# reco)nised them o TI and decided that the# wo&ld be the ones to help when it was needed$ 3$ ,amm# &nderstood Granda s initial mistr&st o! them b&t he was willin) to dri(e the camper (an o&t o! police scr&tin# and mo(e on to his brother s place !ar so&th to 0&ndee$ 4$ +t the railwa# station* ,amm# )i(es "or# his mobile n&mber and makes "or# promise that he will call ,amm# i! he needed an#thin)$ 1$ "ab takes them &nder his win) when he sees that Granda is &nable to + kind man* he wants to help the two o! them escape the police and the media$
+nnie and "ab
"ab is the petrol station attendant who reco)nises them and
84
contin&e dri(in) the stolen car and allows them to sta# in his !lat$ 2$"ab is keen to )et a doctor to look into Granda s health and reass&res "or# that he wo&ld t&rn them in$ 3$ 1t is "ab who !irst s&))ests to "or# that he sho&ld )o to =i(erpool to meet his !ather$ 4$ 9hen the police are lookin) !or the stolen car* "ab comes &p with the idea o! dri(in) to the border and to hand them o(er to his )irl!riend* +nnie who wo&ld then take them closer to =i(erpool$ 5$ +nnie later dri(es them to Aorma s ho&se$ 1$ Aorma prepares a )reat dinner !or both o! them$ Aicola is adamant that the both o! them ha(e done the correct thin)$ 2$ Aorma has a)reed to dri(e them to =i(erpool$ 3$ Aorma act&all# tells the police when she realises that "or# s dad has to know o! their whereabo&ts$ 1$ 7ares !or Granda and pro(ides him with the necessar# pills$ 2$ 1s (er# concerned abo&t "or# and abo&t how he has to care !or his )rand!ather at s&ch a #o&n) a)e$ 3$ 6e is !ond o! both "or# and Granda - thinks the# are like Ea do&bleactF$ 4$ Tell @ister @c1ntosh that he is indeed a l&ck# man to ha(e a )randson like
wants to help them$ +nnie is "ab s )irl!riend$
Aorma and Aicola
Aorma is +nnie s co&sin$ Aicol is Aorma s da&)hter$
0r Aicol
+n old !amil# !riend and doctor who cares !or Granda and is also worried !or "or# and his responsibilities$
85
"or# 5$ 6e is concerned !or both o! them and was )oin) to do his best to )et a home help$ Dinall#* he arran)es !or Ial 2ess&p - a social worker* to take care o! the a!!airs o! Granda and "or#$ 1$ ,he is ner(o&s abo&t "or# li(in) alone in the !lat a!ter the !ire mishap and so dri(es him to the children s home in 7astle ,treet$ 2$ ,he takes "or# to the hospital to see his )rand!ather b&t keeps her worries abo&t the latter s health a secret$ 3$ .(ent&all#* it is she who tells "or# that the a&thorities ha(e mo(ed )randa to the old people s home and that "or#* bein) #o&n)* reall# cannot take the responsibilit# o! carin) !or his a)ed and &nwell )rand!ather$ 4$ 9hen "or# and his )rand!ather are on the r&n* Ial 2ess&p appears on TI to address them* appealin) !or them to )et in to&ch* statin) that the a&thorities were onl# worried ab&t them and that it was )randa s health that was the main concern$
Ial 2ess&p
+ social worker who* in her enth&siasm in her !irst case* reall# takes to heart abo&t Granda and "or#$
TASK $ The I)portance of Fa)ilyD ,acri!ices !or !amil# are hono&red and e'plored* as are the !amil# bonds that s&r(i(e ad(ersit#$ Fa)ily responsi%ility in the novel is %est displayed %y Rory$s constant care of his grandfather
86
Ier# earl# in a)e* "or# has realised that :there was onl# Granda and me to make &p a !amil#$ "or# does not know an# other !amil# lo(e ;his !ather had le!t them when he was (er# #o&n)$ Granda had taken care o! him all his li!e and now* as Granda is )ettin) old and !or)et!&l* and is ne(er B&ite well* it is his t&rn to look a!ter him$ "or# makes s&re that Granda takes his pills* and o!ten lea(es school on time ;sacri!icin) his )ame o! !ootball5 to )et hot pies !or their l&nch$ 9hen Granda is sent to "achnadar* "or# knows that he has to )et him awa# !rom that place$ Tho&)h torn with desperation at times ; Granda s carelessness with the chip pan had landed him in hospital and "or# at 7astle ,treet5* "or# plans the Great .scape and )ets him awa# !rom the hospital where the# p&t old people in$ Drom now on* "or# is responsible in keepin) Granda well and awa# !rom p&blic scr&tin#$ Ae(ertheless* help comes in the most &ne'pected manner and it is also "or# s responsibilit# to accept the help o!!ered and to be with his Granda at all times$
+s a #o&n) care-)i(er* "or# is bent on keepin) his )randa !ree* and awa# !rom "achnadar$ 6e also i)nores others pleas to not take &p the responsibilit# o! carin) !or his )rand!ather$ Dor "or#* it was important that he do e(er#thin) he co&ld !or both o! them so that the# co&ld be to)ether* Ethe wa# the# were meant to be$F
"or#* despite his #o&n) a)e* is also aware that i! he does not take care o! his Granda* the old man co&ld be p&t into a home and what then will happen to "or#8 9here wo&ld he )o8 ;0#namics o! !amil# relationships5 Issues of +ersonal Develop)ent in the novelD Q Growin) GpL@at&rationLdisco(er# o! sel! Q @oralit# to )&ide one s actionsO de!end what is ri)ht Q +d&lt or child relationship Q ,&pport o! other people Q +cceptance o! sel! and others Q "espect !or a&thorit# Q +cceptin) responsibilit#
87
ACT.=.T3 &6 Chapter 4
( Chapter by chapter
1$ 9here do we !irst meet "or# and Granda8 We first eet !or" and Granda in the waiting roo of a clinic
2$ 9ho is 0octor Aicol8 #octor $icol is their fa il" doctor 3$ 9h# did "or# ask Granda to Esit down* Granda and beha(e #o&rsel!$F ;pa)e 15 He was asking an" %uestions that !or" thought ina&&ro&riate
4$ 9h# did "or# throw the (ase o! water on Granda8 Granda was on fire 5$ 9hat do #o& think home help is8 Ho e hel& is so eone who is hired to hel& out with the housework Chapter 5 1$ 9hat happened to "or# s homework %otter8 Granda had accidentall" &ut it down the rubbish chute 2$ 9ho is Ehol# Dole#F8 'he is !or"s class teacher 3$ 9h# did "or# s classmates lo(e Granda8 The" thought his e(&loits were hilarious 4$ 9hat did "or# tell his teacher abo&t his homework8 He told his teacher the truth) that he had lost his ho ework 5$ 9h# did "or# sneak to the bakers e(er# a!ternoon8 To get lunch for hi self and Granda Chapter ? 1$ 9h# did 0arren sa# "or# was t&rnin) into Ea lassieF8 Hes sto&&ed &la"ing football
2$ 9h# doesn t "or# pla# !ootball an#more8
He has to take care of his grandfather 3$ 9hat is E"achnadarF8 It is the local old folks ho e 4$ 9hat happened to "or# s !ather8 He had left !or" and his Chapter @ and 5 1$ 9hat did Granda do in the toilet8 He s oked his &i&e 2$ 9hat happened to @rs Dole# s coat8 Grandas &i&e set it on fire 3$ 9h# is 0arren s mom worried abo&t "or#8 'he thinks that he has too 4$ 9ho is Ial 2ess&p8 'he is a social worker) assigned to their case. 5$ 9ho tells "or# abo&t the incident at his !lat8 The baker Chapter G and H 1$ 9hat had ca&sed the !ire8 Granda had left the chi& &an on. 2$ 9ho is E3i) @anF and what does "or# ask !rom him8 The Big +an is God. !or" asks Hi 3$ 9hat is E7astle ,treetF8 It is a childrens ho e 4$ 9hat was "or# s !irst impression o! 7astle ,treet8 It looked *ust the kind of &lace wi,ards and warlocks would live in. to wake Granda u& uch res&onsibilit" for his age other when !or" was *ust a bab"
5$ 9hat ca&sed the s&dden Ewild commotionF8 The co otion was caused b" Tess) one of the children at -astle 'treet
6$ 9h# co&ldn t "or# sleep that ni)ht8 His ind was a *u ble of e otions
Chapter I and J 1$ 9h# did "or# re!er to Tess as the monster8 'he scares !or" with her violence and anger 2$ 9h# do #o& think Tess )ets special treatment8 'he is un&redictable and dangerous to other children 3$ 6ow did Granda react when he !o&nd o&t "or# had spent the ni)ht at 7astle ,treet8 He beca e agitated 4$ 9h# did "or# want to paint the !lat8 To welco e Granda 5$ 9ho did Granda sa# (isited him at the hospital8 .ohn Wa"ne Chapter 4K2 44 and 45 1$ +ccordin) to 0arren* wh# did @rs Dole# seem e'tra concerned abo&t "or#8 'he wanted to foster !or" 2$ 9here had the# mo(ed Granda8 To !achnadar 3$ 9h# was Granda cr#in)8 He was u&set to be sent to !achnadar 4$ 9h# did "or# pick a !i)ht with Tess8 He had had a bad da" and he could not stand Tess attitude an" ore 5$ 9hat did "or# decide to do8 He decided to run awa" with Granda
Chapter 4? and 4@ 1$ 6ow did 0arren help with EThe Great .scapeF8 He gave !or" the s&are ke" to his others caravan
2$ 9hat was "or# s plan8 He would take Granda and the" would ake their wa" through the wooded grounds) to the old back road station. There the" would catch a late night train down the coastal line to the &ark where the caravan was. 3$ 9here was their !irst hide o&t8 #arrens others caravan
4$ 9h# was the cara(an so well-stocked8 His other was alwa"s scared the" for the selves. 5$ 6ow co&ld 0arren warn "or#8 He would te(t !or" Chapter 45 and 4G 1$ 9hat did the# ha(e !or break!ast the !irst mornin) in the cara(an8 +ar alade and crackers 2$ 9h# did Granda whoop like a cowbo#8 He caught a fish 3$ 6ow did Granda react to the tra(ellers8 He s&oke to the in a voice that was harsh and unfriendl" ight get snowed in and has to fend
4$ 9hat two talents did "or# learn abo&t his )rand!ather8 He knew what berries to &ick and eat and he knew the na e of al ost ever" bird that called out through the trees 5$ 9ho did "or# hear Granda talkin) to at ni)ht8 His grand other) Bella Chapter 4H and 4I 1$ 9h# did "or# throw his phone awa#8 It was of no use to hi it an" ore and he did not have an"where to charge
2$ 9h# did the police block the entrance to the park8 To block an" other vehicle fro co ing in or going out
3$ 9hat did Granda ask "or# to do8 ;p) 815 He asked !or" to ake a run for it.
4$ 9ho helped them escape the police8 The travellers) 'a ") his wife) !ub" and their son) T"rone.
5$ 6ow did the# reco)nise Granda and "or#8 The" had seen &hotogra&hs of !or" and Granda on the television. 6$ 9hat did T#rone and "or# ha(e in common8 The" were both afraid of being taken awa" fro Chapter 4J and 5K 1$ 9hat is "&b# s nickname !or Granda8 Handso e 2$ 9here were T#rone and his !amil# takin) them8 The" were going north 3$ 9hat did Ial 2ess&p sa# on TI8 'he &leaded to the to get in touch. their loved ones
4$ 9h# did "or# ha(e do&bts a!ter seein) 0arren s mother on TI8 'he re inded hi that his Granda was ill and he started to wonder if he was doing ore har than good. 5$ 9hat happened to T#rone s sister8 'he ran awa" to sta" with her aunt in a house. 6$ 9h# was "or# embarrassed b# all the times he had slammed the door on tra(ellers when the# had come sellin) their wares8 He was touched because T"rone and his fa il") who were travellers were being so nice to hi .
Chapter 54 and 55 1$ 9ho did Granda dance with8
!ub" 2$ 9hat did "&b# tell "or# abo&t his !&t&re8 'he told hi that he would go to the authorities. He would also have adventures and a terrible sadness. 3$ 9h# did the# ha(e to lea(e T#rone and his !amil#8 The authorities sus&ected the travellers were harbouring the 4$ 9here were Granda and "or# )oin)8 The" were going to Glasgow b" train. 5$ 6ow did Granda !eel abo&t lea(in) the tra(ellers8 9h# do #o& sa# so8 He felt sad. He had tears in his e"es. Chapter 5? and 5@ 1$ 9h# didn t the# sit to)ether on the train to Glas)ow8 To reduce sus&icion that the" were the runawa"s / also !or" could kee& an e"e on his Granda if he sat further awa" 2$ 9h# did the# )et o!! the train at <erth8 0 lad" see ed to have recognised the going to sound the alar 3$ 9h# did the bo# )rab "or#8 He recognised !or" and thought that it would be his big break if he turned the in. 4$ 9hat did Granda do to him8 He knocked hi unconscious with a bottle and !or" was afraid that she was ore
5$ 6ow did Granda react to "or# s desperation at what to do ne't8 Granda cal l" stated Were going to steal a car. 6$ 6ow does Granda know how to hot-wire a car8 He was once a about otors. otor echanic and knows ever"thing there is to know
7$ 9h# does Granda pick the old 7orsa8 He doesnt know how to hot1wire a new car. 8$ 9h# did Granda s dri(in) terri!# "or#8
Granda was s&eeding and overtaking on the wrong side of the road Chapter 55 and 5G 1$ 9hat is the si)ni!icance o! the son) E@# 9a#F8 Granda felt that he was doing things 2esca&ing) his wa" 2$ 9hom did the# meet at the petrol station8 !ab 3$ 9h# was "ab willin) to help them8 !ab e(&lained that the" were not cri inals/ that is) the" were not going to *u & at hi and steal his cash 4$ 9h# was Granda taken &p b# "ab8 !ab was ver" kind and showed genuine concern 5$ 9h# are people helpin) them8 +ost of the general &ublic thought that the" should be ke&t together at all ti es 6$ 9hat was "or# s bi) disco(er# as he listened to the TI reporter8 !or" realised that he and his Granda were not alone because the" knew that there was a son or father Chapter 5H and 5I 1$ 9hat was societ# s response to the two o! them r&nnin) awa#8 The" felt that it had ha&&ened because of a breakdown of co the failure of social workers 2$ 9hat was "ab s ad(ice to "or#8 To find !or"s father in 3iver&ool 3$ 9hat did "ab s plan in(ol(e8 He had &lanned for a whole line of &eo&le to take both of the 3iver&ool Chapter 5J 1$ E=i!e is not like a mo(ie$F 9hat do #o& think "or# means b# this8 He realised that their esca&e was un&redictable and an"thing could ha&&en/ the situations were real and not fantas" 2$ 9h# does "or# keep =i(erpool a secret !rom Granda8 to unit" and
He knows that his Granda does not like even the father what ore eeting hi
ere
ention of his
3$ 6ow does Granda !inall# know that the# were )oin) to =i(erpool8 He read the subtitles on the T4 screen Chapter ?K to ?? 1$ 9h# did Granda not want to meet "or# s !ather a)ain8 He was afraid that the father would hurt the back on the again too uch if he turned his
2$ 9h# do "or# and Granda lea(e Aicola s ho&se in a h&rr#8 $or a had infor ed the &olice about the 3$ 9h# did Granda re!&se to lea(e the cold b&s shelter8 !or" wanted to return because he felt that his grandfather needed ore co fort and that he wanted the to sta" together as long as he could 4$ 9hat were "&b# s words that kept pla#in) on "or# s mind8 $o one had caught the / instead !or" had gone for hel&. 5$ E$$$a terrible sadness$F 9hat is this sadness abo&t8 That Granda would die 6$ 9hat is the o&tcome o! the abo(e8 He et his father/ Granda eventuall" recovered in the hos&ital and the fa il" was reunited. 7$ Id find what I was looking for. 9hat was it that "or# was lookin) !or8 0 fa il". !or" knew that even if Granda dies) he would not be alone again.
,lossary
<affled <arring <attering <elching <erser$ <illowing <onny 0hute 0ommotion %efiantly %rooling 8erie 8mbellished 8ngrossed Forecourt 1ables gnashing 1ruffly 1uffawed 2ollering indignation 'otter v. to prove too difficult or complicated for somebody to understand v. excluding n. repeated beating v. releasing gas from mouth noisily Ad;. behaving in an uncontrolled way as a result of anger or irrational feeling v. to fill with air Ad;. attractive n. slope to drop things down n. fuss, turmoil Adv. disobediently v. dribbling saliva Ad;. unnerving or unusual way v. beautify something by adding decorations v. to ta$e up somebody-s whole attention n. an open area in front of the building n. the triangular top section of a side wall v. grinding your teeth Ad;. harsh!sounding or throaty v. laughed loudly v. yelling, loud cry n. anger at unfairness n. note pad
Eminous .latter Rattled Ruc$sac$ curried huffling ledgehammer sloshing lurped mouldering tealthily Tin$ers
Ad;. threatening, suggesting that something bad is going to happen n. a variety of prepared food v. to ma$e somebody to lose composure n. a large bag usually with two straps and a supporting frame, a bac$pac$ v. to move at a hurried space v. wal$ing without lifting feet n. a large hammer v. spilling liquid clumsily v. dran$ something noisily v. on fire, fiery Adv. ilently, snea$ily, cautiously n. travellers ,in former times , somebody who travelled from place to place to mend metal household items such as pots and pans v. expression of irritation or disapproval, to ma$e a clic$ing sound with tongue to express annoyance or dissatisfaction Ad;. cautious and alert for problems Ad;. pale and unhealthy loo$ing
Tutting Bary Baxen
Additional Notes
ESSE+T.A* I2EST.1+S ,1/ +1=E* A+A*3S.S

+nswer the !ollowin) B&estions abo&t #o&r no(el in essa# !orm$ +s #o& work thro&)h the di!!erent sections o! B&estions* #o& will be composin) an essa# that anal#Ces the no(el #o& ha(e read$
,+-$
9hat is the stor# abo&t8 9hat are the main e(ents in the stor#* and
how are the# related to each other8

+re the main e(ents o! the stor# arran)ed chronolo)icall#* or are
the# arran)ed in another wa#8

To what e'tent is this a P!orm&laP stor#8 6ow is the stor# narrated8
+re !lashbacks* s&mmaries* stories within the stor# &sed8 1s the plot !ast-paced or slow-paced8 1s the endin) o! the stor# happ#* &nhapp#* or indeterminate8 1s it !airl# achie(ed8 0oes the plot ha(e &nit#8 +re all the episodes rele(ant to the total meanin) or e!!ect o! the stor#8 0oes each incident )row lo)icall# o&t o! the precedin) incident and lead nat&rall# to the ne't8
!.$$)/G
9here and when does the action take place8 6ow does the settin) a!!ect characters in the stor#8 0oes their en(ironment )i(e them !reedom* satis!action* or en%o#ment* or does their en(ironment make them !eel trapped* dissatis!ied* or &nhapp#8 9h#8 0escribe the social !orces and instit&tions that shape the characters and their li(esM political* social* economic* philosophic* reli)io&s* ed&cational* etc$
0ARA $.R
0escribe the main characterQs sit&ation$ 9here does heLshe li(e8 0oes heLshe li(e alone or with others8 9hat does the main character do !or a li(in)* or is heLshe dependent on others !or s&pport8 9hat are some o! the chie! characteristics ;personalit# traits5 o! the character8 6ow are these characteristics re(ealed in the stor#8 6ow does the main character interact with other characters8 Aote the de)ree o! comple'it# o! hisLher beha(io&r* tho&)ht* and !eelin)sK their appearances* their habits* mannerisms* speech* attit&des and (al&es$
9hat is the main characterQs attit&de towards his or her li!e8 1s he or
she happ# or sad* content or discontented8 9h#8

9hat sort o! con!lict is the character !acin)8 6ow is this con!lict
re(ealed8 1s it resol(ed8 1! so* how8

+t the end o! the stor#* is the main character di!!erent !rom how he
or she was at the be)innin) o! the stor#8 1n what wa# has the character chan)ed8 9hat has ca&sed this chan)e8
,-)/$ -1 2).3
9hat point o! (iew does the stor# &se8 1s the stor# told !rom a !irst-
person perspecti(e* in which the narrator is one o! the characters in the stor#* and re!ers to himsel! or hersel! as P1P8 /r is the stor# told !rom a third-person perspecti(e* in which the narrator is not one o! the characters in the stor# or ma# not participate in the e(ents o! the stor#8 1s it consistent in its &se o! this point o! (iew8 1! shi!ts are made* are the# %&sti!ied8 9hat are the ad(anta)es o! the chosen point o! (iew8 0oes it !&rnish an# cl&es as to the p&rpose o! the stor#8
)%AG.R4
9hat scenes* moments* descripti(e passa)es* phrases* or words
stand o&t in #o&r readin) o! the stor#8 0id a partic&lar ima)e make #o& !eel happ#* or !ri)htened* or dist&rbed* or an)r#8 9h#8 6ow do #o& think #o&r reactions to the ima)er# in the stor# contrib&te to the o(erall meanin) o! the stor#8
$-/.
9hat is the a&thorQs attit&de toward actions or e(ents8 1s the stor# h&moro&s or tra)ic or !ri)htenin)8 0oes the a&thor want #o& to la&)h or cr#* to !eel happ# or sad* and to e'perience an)er or !ear8
$0.%.
1s there more than one theme8 0oes the theme s&pport or oppose
pop&lar notions o! li!e8 0oes the theme o!!er a new insi)ht into h&man e'perience or does it s&pport an old ;traditional5 one8 9hat lesson or messa)e does the a&thor want the reader to &nderstand !rom the stor#8 +re there an# ob%ects which seem to ha(e a s#mbolic meanin)8 9hat are their meanin)s8 0o an# people act as s#mbols in the stor#8 9hat do the# represent8
G./.RA+ 56.!$)-/!
9hat li)ht is thrown on the stor# b# its title8 0id #o& en%o# readin) the book8 9hat aspects o! the book )a(e #o& pleas&re* and wh#8
0oes the stor# chie!l# o!!er escape8 <&rpose8 9hat are the no(el s stren)ths8 9hat are the no(el s weaknesses
S1#E .#P1/TA+T E=.!E+CE ,/1# T;E TEHT

.R<=+A+T1/A .I10.A7.
1$ "or# s responsibilit# takin) care o! )randpa "or# is aware o! his responsibilit# o! takin) care o! his )randa despite his #o&n) a)e$
:*hy couldn$t people realise that I #as all )y granda had; and; ,ra nda #as all I had too If they put ,randa into a ho)e; #here
o!
1$ @# )randa ne(er !or)ot to take his pillsK beca&se I )ade sure he too& the)$ 1$ ,ometimes li(in) with m# )randa was like ha(in) a bab# in the ho&se$ 2$ 0id she see me sneak into the bakers at the corner !or two hot pies8 0id she know alread# that Granda ne(er had m# l&nch read#8 Granda relied on me to brin) him his l&nch e(er#da#$ 1 had to )o home at l&nch time$ 1 had to make s&re he was takin) his pills$ ? My granda had ta&en care of )e all )y life No#2 #hen he #as getting old and forgetful and #as never >uite #ell2 no# it #as )y turn to loo& after )y granda @ -ut if it #asn$t )y responsi%ility2 then #hose #as it1 5$ +re #o& alri)ht Granda8 +s lon) as 1 m with #o&$;ch 265 1$ :Aow sit down* Granda* and beha(e #o&rsel!$ 2$ The tro&ble is * he %&st doesn t know how to handle m# )randa like 1 do$ >o& (e )ot to throw the ins&lts ri)ht back at him* and m# dad can t do that$ .(er# time m# )randa ins&lts him* he %&st keeps apolo)isin) to him$ ;chp 335 1$ :>o& were on !ire* )randa$ 1 p&t #o& o&t$ 1t hadn t been the !irst time either4 )randa had set somethin) on !ire with that pipe o! his$ 6e ne(er p&t it o&t properl#$ 6e alwa#s le!t it to smo&lder$ 2$ =e!t electric rin) switched on and b&rned a pot$ 3$ Granda s coat is accidentall# set on !ire when he is in school !or <arent s 0a#$ 1$ There was onl# Granda and me$ 9ere the two o! &s eno&)h to make a !amil#8 2$ 9e still had each other ;chp 125 3$ 6e can beha(e an#wa# he wants$ 6e s the best )randa in the world$ ;chp 125 4$ 1 wanted to tell him that 1 had done this !or both o! &s* so we co&ld be to)ether* the wa# we were meant to be$ 1 wanted to tell him that 1 wo&ld an#thin) so we co&ld be to)ether$ +n#thin)$ ;7hp 145$ 1$ Ao* Granda* we re a team$ To)ether$ There was no other wa#$ ;chp 175
2$ "or# treats his )randpa like a #o&n) child$
3$ "or# reco)nises Granda s carelessness with !ire$
4$ 7oncept o! Damil#
CATCH US IF YOU CAN
NOVEL
+anel of *riters
Coord!nators
!iana ,atimah At Ahmad Sahani #asreen Wirda At #ohammad Ali Ten'G .reneMa #arina T nG #aMlan Eileen >essie Ah G an +' 3ew Kee >immy Then Choon >in' <ahagian .embangunan Iuri$ulum, I.9 Iementerian .ela;aran 9alaysia Aras 5!M, <lo$ 8: Iomple$s Iera;aan .arcel 8 .usat .entadbiran Iera;aan .erse$utuan 6(6)5 .utra;aya 9I <intulu, .eti urat :7 :7))7 <intulu, arawa$.
"anel of #r!ters
3on' Wai 3ee ,.anel 2ead/ =asantha #allar a@p +arendran +orfidMah #ohd +ordin +orrol Sham #ohd 3 n s ,ath r /adMi bin Che #ohammad !iana Ten' At Abd llah Anbala'an # n samy
9I eri 2artamas, 'alan 5M#7)A, %esa ri 2artamas, &)5M) Iuala Aumpur. 9I ?ictoria, 'alan 2ang Tuah. &&()) Iuala Aumpur 9I Taman 9elawati, Taman 9elawati, &4*)) 1omba$, elangor. 9I Ra;a .uan 9uda Teng$u FauHiah, )(()) Ia$i <u$it .erlis.
9R 9 Alor 1a;ah, Aot *7(), 9u$im Air .a-abas 7M))) Alor 1a;ah, 9ela$a.
9I 2orley 9ethodist, 'alan Ra;a 9usa, 46))) Telu$ +ntan, .era$. 9I t. Andrew 9uar, . ** 'alan 2ashim, M5))) 9uar 'ohor.

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DRAFT

Catch us if you can

C rric l m !evelopment !ivision"#inistry of Ed cation #alaysia " $%&%

CATCH US IF YOU CAN NOVEL

Only in a novel are all things given full play D ! "a#rence

The elements of a novel incl de the followin'(

+otes on ,reyta'-s Pyramid

CATCH US IF YOU CAN NOVEL

CATCH US IF YOU CAN NOVEL

CATCH US IF YOU CAN NOVEL

,randa and Rory$s flat

Flat owned by the <uilding ociety

Children$s ho)e at Castle 'treet

Darren$s )u)$s caravan

FGdead secluded- but filled with basic necessities.

+erth rail#ay station

The trip to "iverpool

The family is united F+-d find what + was loo$ing for.-

Rory runs for help. +ntervention of the authorities.

The 1reat 8scape.

9eets his father.

Exposition ( Readers are given a view of 1randa-s and Rory-s life.

A+ .+S.G;T .+T1 T;E +1=E*

Aehavio r Iind, respectful and very aware of his responsibilities

Settin' and the Sit ation of Characters

Settin' and the 2nderlyin' Theme

Plots and Ca ses

Plots based on >o rneys

CATCH US IF YOU CAN

Cause and (ffect

CATCH US IF YOU CAN

Cause and (ffect

CATCH US IF YOU CAN

CATCH US IF YOU CAN

Cause and (ffect

1randa leaves the chip pan on the fire

2e suffers from smo$e inhalation and has to be hospitalised

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!o# *ell Do /ou 0no# Me1

CATCH US IF YOU CAN

!o# *ell Do /ou 0no# Me1

CATCH US IF YOU CAN

CATCH US IF YOU CAN

Tess$s attitude and %ehaviour

Sample ,ormat of Essay on the character st dy of Tess"

How others feel and react to her

What others think of her

CATCH US IF YOU CAN

I pac&ed a suitcase for

CATCH US IF YOU CAN

I pac&ed a suitcase for

CATCH US IF YOU CAN 2

CATCH US IF YOU CAN 2

CATCH US IF YOU CAN

CATCH US IF YOU CAN

CATCH US IF YOU CAN 5

CATCH US IF YOU CAN 5

%iscuss reason for your choice of answer in 5,a/.

OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO

CATCH US IF YOU CAN 6

CATCH US IF YOU CAN 6

CATCH US IF YOU CAN 7

The -ig Ideas

hat they do to hy they help HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHH help