Pupils’ Pack

Name:________________________________ Class:________________________________

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Overall Worksheet – Challenges

You are going to work on this assignment while reading. You can make adjustments to it anytime you want. Hand this worksheet in after you have finished reading the book. Use sticky notes during reading to mark examples!

1. What parts of the story made you laugh? What parts of the story made you cry? Add chapter numbers!

2. Describe at least 3 things that helped Jamie to deal with challenging or difficult situations. Write down examples that you come across while reading.

3. Which of the things mentioned in your answer to question 2 were most successful? Why?

4. What would you have done if you were in Jamie’s situation? Why?

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Worksheet 1 – Introduction

A. Read the cover, the title and the blurb on the back

What do you think this book is about?

Why do you think so?

Are you curious about the book? Why / why not?

B. Watch video clip: http://youtu.be/Ey5zyh68sgs

What does this clip add to what you already know about the book? (watch clip twice if necessary!)

Not everything in life always works out exactly as you would want it to. Sometimes things just happen without you having any choice. Explain this in your own words.

Does it sound familiar to you? Give an example of a circumstance that effected your life in some way without you having asked for it or particularly wanting it to happen.

How did you respond to this situation?

What things would you do differently next time? Name 2 things.

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Worksheet 2 – First Impressions

A. Describe Jamie’s character and (family) background. Use key words from the book.

Character

1.

2.

3.

4.

5.

Background

6.

7.

8.

9.

10.

B. Draw a picture of Jamie in the box below, using the descriptions above.

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Worksheet 3 – Family & Relationships

Make sure you have read the book until the end of chapter 2.

A. Chart 1: Your ‘family picture’

Design a picture of yourself surrounded by the most important people in your life. Add at least five people to your picture and try to make it as vivid and as creative as possible (draw, paint or use other materials). Include in which way you are related to each of the depicted people.

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B. Chart 2 - Jamie’s relationship chart

Now create Jamie’s relationship chart. Add the characters in the book and how they are related to Jamie and to each other.

sistersister

C. Compare Notes

1. Compare Chart 1 and 2 to each other. What similarities and what differences do you notice about your relationships and Jamie’s? Write down 2 examples of each.

2. What are the main reasons for the differences you noticed?

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Jamie

Jas(sister)

Worksheet 4 – Predictions

Make sure you have read the book until the end of chapter 4. Write down your predictions about Jamie’s first day at his new school.

I predict that: Tick if correct:

1.

2.

3.

4.

5.

6.

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Worksheet 5 – What is a friend?

Write down the three most important qualities a friend should have in your opinion.

1.

2.

3.

Compare your answers to your neighbour’s answers and discuss your viewpoints on what ‘a true friend’ is. Write down what views you have in common.

Think of your best friend. What makes this person special to you?

What do either of you do to secure your friendship?

Describe 2 aspects about the friendship between Jamie and Sunya that you find appealing.

What does Sunya do to win Jamie’s confidence (chapters 6-7)?

What should a new friend do to win your confidence? Give 2 examples.

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Worksheet 6 – The courage to fly

Make sure you have read the book until the end of chapter 5.

Reread the words of the song (chapter 5, p.44). What do you think it’s about?

What is the most valuable advice anyone has given you or that you’ve heard or read?

How did it affect you or your life?

Create your own song or poem using this advice. Be prepared to present this later on in class!

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Worksheet 7 – The Ten Commandments

Make sure you have read the book until the end of chapter 13.

Identify which commandments are broken in My Sister Lives on the Mantelpiece.

Commandments Broken in My Sister Lives on the Mantelpiece (explain how!)

1. You shall have no other gods before me (you shall not worship any gods, except for me)

2. You shall not make for yourself an idol (worship an idol)

3. You shall not misuse the name of the Lord your God (you shall not swear)

4. Remember the Sabbath day by keeping it holy

5. Honour (respect and obey) your father and your mother

6. You shall not murder

7. You shall not commit adultery

8. You shall not steal

9. You shall not lie

10. You shall not covet (wish to have things that belong to someone else)

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Worksheet 8 – Good or Bad?

Jamie tries to do things the right way (according to the Ten Commandments), yet sometimes this raises moral dilemmas. Give at least 2 examples from the book in which the characters have to deal with such dilemmas.

Can you think of any moral dilemmas in your own life? Name at least one!

There are several lies mentioned in the book. Write down 3 examples.

Do you think it’s okay for the characters in the story to tell these lies? Explain your answer.

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Worksheet 9 – One step closer to heaven...

Use the clouds to record your feelings about different characters and their actions. Which characters in the story so far would you place nearer to heaven on Mrs Farmer’s reward chart and who should be at the bottom? Explain your choices on the lines on the right.

____________________________

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____________________________

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____________________________

____________________________

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Worksheet 10 – Stereotypes

If characters in a story are stereotyped, the author gave them the characteristics that are commonly known to belong to a certain stereotype, e.g. an old woman (slow, nagging, miserly) or a sporty man (fast, muscular, tough). Decide for each character whether they are stereotyped in the story and in what way.

Stereotyped?Yes/No In what way?

Jamie

Mum

Dad

Rose

Jasmine

Sunya

Leo

Mrs. Farmer

The headmaster

Daniel

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Worksheet 11 – Voice-Over

Make sure you have read the book until the end of chapter 17.

A. Reread the following passage in the book (page 162-164):

“She went to get her coat and I followed and she ran down the corridor and I followed and she burst out of the door and onto the drive but stopped when I yelled OY.

It wasn’t the nicest word I could have said but it got her attention. She turned around. Most people had gone and it was already dark but Sunya’s hijab glowed like fire in the orange streetlights. I wanted to say Happy Christmas but Sunya doesn’t celebrate it so I said Happy Winter instead. She looked a bit confused and I panicked that maybe she didn’t celebrate the seasons either. She started walking backwards and she was getting further and further away and I didn’t want her to disappear into the night so I shouted the first thing that came into my head. HAPPY RAMADAN.

Sunya stopped moving. I ran up to her and held out my hand and said it again. Happy Ramadan. The words were hot in the frosty air and each syllable steamed. Sunya stared at me for a long time and I smiled hopefully until she said Ramadan was in September. I was scared I’d offended her but then her eyes started to sparkle and the freckle by her lip twitched as if she was about to smile. The bracelets tinkled. She lifted her arm. My fingers trembled as her hand moved towards mine. They were twenty centimetres apart. Ten centimetres apart. Five centi—

Someone beeped a horn and Sunya jumped and gasped Mum. She ran up the gritted path and got into the car. The door slammed shut. The engine started. Two twinkling eyes stared at me out of the front window. My fingers were still trembling as the car disappeared down the dark road.”

B. Act out this part of the story

Think about the questions below before acting out and voicing-over this part of the story in class.

1. What do you think Sunya thinks at the moment Jamie shouts ‘Oy’ and she turns around?

2. What do you think Sunya thinks at the moment her mum beeps the horn? And Jamie?

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Worksheet 12 – Record a scene

Make sure you have read the book until the end of chapter 17.

A. Reread the following passage in the book (page 170-171):

“She stared at me and I stared at her but she didn’t smile. I said Hello and she put her finger to her lips to tell me to be quiet. I walked over to her and my arms felt too long and my legs felt too clumsy and my face felt too hot. I held out the card but she didn’t look happy like Jas had done. I said This is a card especially for you and I made it out of paper and glitter, just in case she didn’t realise how special it was. She didn’t say Thank you, or Wow, or squeak like girls do when they’re happy. She said Sssh and looked over her shoulder as if she was scared someone might see.

I forced it into her hand and waited for her to open the envelope. If she saw the snowman in the Spider-Man top and the snowman in the hijab, I knew she’d find it funny and smile. But she hid the card under her pyjamas and whispered You have to go. When I didn’t move, she looked over her shoulder again and said Please just go. I am not allowed to be friends with you. My mum thinks you’re bad news. I said WHAT and she put her hand over my mouth. My lips burned like they did on Halloween. A floorboard creaked upstairs. She said Go and pushed me away and she grabbed Sammy by the collar and pulled him inside. A light came on as I ran through the snow and Sunya closed the kitchen door. And this time when I jumped over the garden fence, I fell rather than flew and I hit the cold earth with a bang.”

B. Record this scene on video

Think about the questions below before recording this part of the story on video.

1. How would you physically position the characters in this scene?Jamie: _________________________________________________________________________

__________________________________________________________________________________________________________________________________________________

Sunya: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What effect would you try to achieve? What should the viewer of the scene notice or feel? empathy with Jamie

empathy with Sunya better understanding of Jamie’s and/or Sunya’s feelings

increased tension (because they might be seen by one of Sunya’s family members) other: ___________________________________________________________________

3. How would you position the camera? Choose at least 2 of the positions showed on the other side of this worksheet by circling their numbers.

Camera angles1

1 Source: “My Sister Lives on the Mantelpiece – Teacher’s Pack” by Frances Gregory15

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1. Long-shot (characters full length, but in the distance)

2. Mid-shot/two shot (characters mid distance, but not full length)

3. Low angle (camera looking up) 4. High angle (camera looking down)

5. Eye-level shot (camera at eye-level)

6. Distance/location shot (camera pulled back to show setting)

7. Bird’s-eye shot (camera above, looking down like a flying bird)

8. Close-up (camera zoomed in)

Worksheet 13 – Predictions (#2)

Make sure you have read the book until the end of chapter 20.

Write down how you think the story will end!

I predict that: Tick if correct:

1.

2.

3.

4.

5.

6

How do you think Jamie would like the story to end?

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Worksheet 14 – Talent Show

You are taking part in a talent show and you are going to present the lyric or poem you wrote on Worksheet 6 in front of a live audience (the class). Make sure you are prepared for a 1½ minute performance!

Tips: Never underestimate yourself! Decide what your act will be and practice to make sure you have it ready (optional: consider your

appearance, playing an instrument, whether to sit or stand, et cetera) If you're singing, walk around or use hand motions. If it's a slow song you can walk slowly. Try to show emotion and expression, the audience will enjoy that. Ignore the audience until the end of what you are doing. Remember to relax and be positive: you are doing your best! If you get nervous, don't sweat it. You know you can do it! If you mess up, try to act like nothing happened; no one will suspect a thing. People will only notice

a mistake when you act like you made one!

Make notes here:

Good luck!

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Worksheet 15 – Review & Rewind

A. Watch video clip: http://youtu.be/cNZVVAKBtwQ and make adjustments to Jamie’s relationship chart (see Worksheet 4).

B. What do you know about the author of ‘My Sister Lives on the Mantelpiece’, Annabel Pitcher?

1. Write down 3 questions you would like to ask Annabel Pitcher.

2. Watch video clip: http://youtu.be/iIBQWihkIok. Put a checkmark [₰) next to the questions you wrote down above that are answered by Annabel Pitcher in the video. Write down those answers below. Put a cross [X] next to the questions that aren’t answered.

C. Go to www.google.com and search for 2 reviews of ‘My Sister Lives on the Mantelpiece’.

1. Compare them to each other. To what do both reviewers agree and about what do they differ in opinion?

2. Write your own review about ‘My Sister Lives on the Mantelpiece’. Use the reviews you found on the internet for inspiration. Use at least 150 words.

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Teachers’ Pack

Name:________________________________Classes:_______________________________

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Arnhem/Nijmegen, December 2013

Subject: Teaching Package ‘My Sister Lives on the Mantelpiece’

Dear teacher,

This teaching package is meant to facilitate young adults while reading the novel ‘My sister lives on the mantelpiece’ by Annabel Pitcher. The aims are to increase the understandability and enjoyability of the book and to explore some of the major themes of the book on a more personal level.

We have provided a range of activities to help guide students through the book. According to the amount of lessons you want to devote to this book and to how deeply you want your pupils to understand the story and its underlying themes you can select any activity you find suitable. As for the reading, we suggest that the first two chapters are read in class and that pupils read the rest by themselves as homework. Depending on the amount of lessons about this book, you can decide what amount of reading is to be done before each lesson. A reading schedule for the whole period is recommended as well as monitoring pupils’ progress along the way.

Both the book and the teaching package are suitable for students from havo-2 and up. Provided that sufficient scaffolding is offered (suggestions to this end have been included), we think that even the more challenging topics should be manageable for these target groups.

The package includes pre-reading, while-reading and post-reading activities and worksheets. The worksheets can be found in the Pupils’ Pack. In this Teachers’ Pack we provide you with guidelines and instructions about how to guide your pupils through the book and through the activities.

Last but not least, we want to thank Oxford Rollercoaster’s Frances Gregory for her Teacher’s Pack about ‘My Sister Lives on the Mantelpiece’, in which we found a lot of inspiration for the worksheets we designed for this Teaching Package. We strongly suggest that you take a look at her ideas too!2

Good luck reading and discussing this wonderful novel with your pupils!

Yours sincerely,

Marita and Nienke

2 Frances Gregory’s Teacher’s Pack is downloadable via this link. 21

Part 1 – Pre-Reading

IntroductionThe main objective in this phase is to get students warmed up for and interested in the book. Therefore:

a) Let pupils start off by gathering information from the cover of the book with help of the questions in Worksheet 1.

b) Watch a video clip about the book: http://youtu.be/Ey5zyh68sgsBecause of the multitude of topics mentioned in the clip, it might be helpful to watch it twice!

c) Dive into the themes of the book with help of the questions in Worksheet 1.

d) Inform pupils about the reading schedule (homework) for the coming lessons. A sample reading schedule is provided in Appendix I.

Part 2 – While Reading

In generalThe while-reading lessons should start off with a short recap of what has been read so far to make sure everyone is up to scratch! Furthermore, encourage your students to answer all questions in English!We suggest that you read chapters 1 and 2 together in class and have pupils read the rest by themselves as homework.

List of proposed class activities3

Hand-in assignment (Overall Worksheet)To stimulate a deeper understanding of the book, we propose to let student do an overall assignment on which they work during the complete reading process. Aim is to get students to think about survival strategies in crisis situations, which may help them when facing ordeals in their own lives, now or in the future.

Explain this assignment in class at the earliest possible moment. The use of sticky notes may be introduced as a strategy for remembering details while still being able to enjoy the story as a whole. To make it more rewarding for students, the assignment could be marked and graded!

2. First Impressions To arouse interest in the life and personality of the main character of the book, this warm-up activity is designed. Together with the activity about Family & Relationships, this activity is connected to the first 2 chapters of the book.

3. Family & RelationshipsPupils design a picture / drawing / painting of their own family and a relationship chart of Jamie’s close relationships. Objective is to provide a better understanding of both their own and Jamie’s situation. Stimulate pupils to approach this task in a creative, visual manner. You can put up the pictures in the classroom (if possible) while the reading project continues. It might be useful to look back at these pictures from time to time and note what changes have taken place. The first activity in Worksheet 15 (Review & Rewind) is designed for this aim.

3 The numbers of the activities correspond to the Worksheet numbers in the Pupils’ Pack. 22

4. Predictions We expect most pupils to be able to relate to the situation Jamie has to face at school. Worksheet 4 is designed to provide pupils with an easy and fun way to connect to Jamie and to obtain a deeper understanding of Jamie’s situation. This activity should be done before and after reading chapter 4 of the book. Make sure pupils are as precise as possible in their predictions.

5. What is a friend?Friendship is a major topic in the book. Have students explore this topic together (in pairs or small groups), both at a personal level as in connection with the book. Try to create a safe environment in which pupils dare to say what they think and be honest to themselves and each other.

6. The courage to flyThe lyrics of this song are important to the main characters in the book. Have your pupils think about the importance of words and how they can inspire a change of perspective and/or offer consolation. Try to create an inspiring atmosphere in which pupils can be creative and aim to master the true meaning of words. The poems and songs produced by the students can be used to organise a talent show during (one of) the last lesson(s) (see Worksheet 14 – Talent Show).

7. The Ten CommandmentsJamie refers to the Ten Commandments in the book when thinking about right and wrong. Provide pupils with background information (historical facts) about the Ten Commandments before they do this activity, or have them search for this information themselves in a webquest. Be sure to prepare some information and questions in advance! Furthermore, make sure that pupils not only decide if the commandments are broken but also note how that happened in the story.

8. Good or bad This worksheet adds on the theme of the previous worksheet about the Ten Commandments. For some pupils or at some levels it can be rather difficult to grasp the concept of moral dilemmas and lies. If this is the case, provide some appropriate examples that students can relate to before you have them fill out the worksheet.

9. One step closer to heavenThis activity relates to Mrs. Farmers’s reward board. To make this worksheet more interesting and worthwhile, have students fill it out directly after reading chapter 4 and let them repeat it towards the end (e.g. chapter 20). It’s important that pupils explain their choices!

10. StereotypesFor this activity it might be useful to inform pupils about the concept of stereotypes. You may have to provide them with daily life examples before they truly understand it. A class discussion on ‘stereotyping’ from a general point of view may be suitable too. Make sure they look at the characters from different perspectives before they decide if they are stereotyped or not.

11. Voice-OverBecause of differences in learning styles, it is important to provide pupils with different types of activities. This activity pushes pupils to truly relate to the characters in the story. You can do this as a group activity (we suggest groups of 4 to 6) or as an in-class activity. First, have pupils reread the text and answer the questions on the worksheet. Then ask for two volunteers to play Sunya and Jamie. The rest of the group has to put them into a freeze frame (still) position for the moment when Jamie shouts ‘Oy’ and Sunya turns around. After that, the rest of the group discusses what Sunya is thinking at that moment and decide on her ‘voice-over’. This can be used to explore the relationship between Sunya and Jamie. Then refer to the moment Sunya’s mom beeps the horn and have the rest of the group put the actors in freeze frame position again and ask them discuss Sunya’s and Jamies thoughts and again decide on a voice-over. You could additionally do this with the moment Jamie shouts “Happy Ramadan” and Sunya responds “Ramadan was in September”.

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12. Record a sceneHaving pupils record a scene is just as creative as time-consuming, but we think the learning benefits can be quite impressive. First, have pupils reread the text, imagine the story is turned into a film and answer the questions in the worksheet. They might need some guidance on the character and camera positions. Reference to an existing film scene (you could use the video clip used in Worksheet 1) may come in handy here. Then divide them into groups (of 4) and have them self-assign 4 roles; actor/actress (Jamie), actor/ actress (Sunya), cameraman and director. Have them discuss their answers to the questions about character and camera positions and decide on a plan for their own film scene. Then have them record the scene with their mobile phones. It might be convenient to turn this activity into a homework assignment. Make sure you watch the results together in class!

13. Predictions about the ending This worksheet is best done after reading chapter 20 and finished off (tick correct predictions) after finishing reading the whole book. After students have filled out their predictions you could activate group discussion by asking pupils what they’ve answered and having other students respond to this. To take things a step further you could use (some of) the predictions to organise a mini-debate. Divide the class into 2 teams and a jury. The teams either consider the prediction likely (pro) or not-likely (contra) and have to prepare arguments in support of their view. One team member enters the debate. The jury and teacher decide on the winner based on how convincing the arguments are!

14. Talent showAs a grand finale, we propose a talent show in which student present the uplifting poems and lyrics they wrote on Worksheet 6 – ‘The courage to fly’. Although the contest isn’t about winning, it is might be engaging for the students to add a competitive element by means of a jury and choosing a winner. Decide in advance whether you want the whole class as a jury or just yourself and perhaps two class representatives. Prepare a small reward for the winner (and something for the entire class).

Part 3 – Post-Reading

After finishing reading the book, we think it is very important for pupils to reconsider the novel from a more distant point of view. The post-reading activities provided in Worksheet 15 – Review & Rewind are designed to achieve that goal. You might have (some) pupils present their review of the book in class. Be sure to make room for reflections on the story from points of view that are not specifically addressed in the worksheet activities.

Appendix ISample reading and worksheet scheduleLesson # Agenda Homework after this lessonLesson 1 Worksheet 1

Introduce Overall Worksheet Read chapter 1 & 2Worksheet 2 & 3

Read chapters 3 to 6

Lesson 2 Worksheet 4 & 5 & start off with 6 Read chapters 7 to 10Work on worksheet 6

Lesson 3 Update Overall WorksheetFinish worksheet 6

Read chapters 11 to 14

Lesson 4 Worksheet 7 & 8 & 9 Read chapters 15-19Lesson 5 Worksheet 10 & 11 or 12 Read chapters 20-23

Prepare performance in talent show (Worksheet 14)

Lesson 6 Talent Show Do exercise A +B.1 of Worksheet 15Lesson 7 Finish worksheet 15

Finish Overall Worksheet

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