Form N O V E L
3
The Railway Children
Curriculum Development Division. Ministry of Education Malaysia 2011
Table of Content
Content Page
Preface 1 Acknowledgement 4 Introduction 5 Synopsis 11 Elements 12 Activities 28 Assessment 84 Answer Key 101 Glossary 117
Preface The Teacher‟s Literature Component Teaching Module
This Literature Component Teaching Module is for teachers who are teaching the Literature Component of Language Curriculum for Malaysian Secondary Schools. This second cycle in the implementation of the Literature Component began in January 2010 for Forms 1 and 4. The Literature Component for Form 3 is made up of a selection of creative and literary works in two main genres, Poems and Novels. The module provides an overview of the texts to be taught and suggested activities for the different genres found in the literature component of the English Language Curriculum for secondary schools.
This module provides teachers with practical ideas and suggestions for making the teaching of the literature component an interesting and exciting experience both for teachers as well as students. Through fun-filled learning activities, students should be able to appreciate, demonstrate understanding and express personal responses to literary and creative works. Teachers are encouraged to adapt and modify the activities and materials in this module to suit their students‟ learning styles and level of proficiency. This is to ensure that the element of fun and experimentation with the language is not hampered.
Structure of the Module
The Literature Component Teaching Module for Form 3 is divided into eight sections:
Section 1 - Introduction: Provides a general overview of the novel and its elements:
- Plot - Subplot - Setting - Characterisation - Theme - Symbols - Irony - Style - Language
The author‟s background and reteller‟s background are given as additional information.
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Section 2 – Synopsis : This section provides a brief summary of the of the plot.
Section 3 - Elements : In this section, teachers and students will be introduced to:
- Plot summary of each chapter (17 chapters). - Characters of the novel (main and minor characters), characteristics of each character and the textual evidence. - Themes or central ideas of the novel (main and minor themes). - Values from the novel. - Literary devices
Section 4 – Activities : This section provides some suggested learning activities and each activity may be accompanied by activity sheets, handouts and suggested adaptations. Each activity consists of five parts:
- Time - Aim(s) of activity - Material(s) for the activity - Steps on how to conduct the activity - Additional notes are included for further clarification, explanation and instruction.
Section 5 –Assessment : Test students‟ performance using summative and formative types of questions.
Section 6 -Suggested answers - The answer keys are provided for the activities in Section 4 and Section 5. The suggested answers are a guide only and other appropriate responses are acceptable.
Section 7 – Glossary : A glossary list is provided at the end of each genre section. This list contains some of the words/phrases and their meanings as used in the texts.
Section 8 – Appendix.
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Note to Teachers
This Literature Component Teaching Module for Form 3 provides suggested activities for the teaching of the texts in the Form Three Literature Component. However, for purposes of reinforcement and extension, teachers are encouraged to adapt, modify and adjust the activities to suit the students‟ proficiency level. Teachers should bear in mind that in the teaching and learning of the literature component, it is pertinent to explore students‟ creativity and potential. Thus, there is a need to provide opportunities for the students to participate actively and express themselves without much reservation.
The Literature Component Teaching Module in the English Language Curriculum for Malaysian Secondary Schools primarily focuses on the „fun‟ aspect of learning. Thus, much effort should be put into sustaining interest in reading literature for fun and not learning for examination purposes. Rather, there should be some kind of formative assessments carried out during the teaching and learning process to help students progress to their next level of competence. Furthermore, formative assessment could improve instruction and effectiveness in teaching of the Literature Component in the English Language curriculum.
It is hoped that teachers will find the module handy, resourceful, helpful and beneficial to effectively and efficiently implement the new Malaysian English Language Curriculum for Secondary School. So this will successfully produce and create effective English Language Lessons that will stimulate students into becoming more proficient and adept English Language users.
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Acknowledgement
These teaching modules were developed and compiled with the help of a group of dedicated teachers from various schools all over the country. To them, the Ministry of Education would like to express its sincere gratitude and thanks. Members of the team, working in collaboration with the Curriculum Development Division are:
1. Pn Vasantha Mallar Narendran SMK Victoria, Kuala Lumpur 2. Pn Yong Wai Yee SK Brickfields 1, Kuala Lumpur 3. Pn Suhaila Ahmad Akhirudin SMK Taman Sri Muda, Shah Alam, Selangor 4. En Khairul Anuar bin Yang Ahmad SMK King Edward VII, Taiping, Perak 5. Pn Sathiavany a/p Madhavan SMK St Paul, Seremban, Negeri Sembilan 6. En Jimmy Then Choon Jing SMK Bintulu, Sarawak 7. En Norrol Sham bin Mohd Yunus SMK Sg. Pasir, Sg. Petani, Kedah 8. En. Xavier Manickam SMK Rantau, Negeri Sembilan 9. En Au Yeong Weng Hang SMK Seri Permaisuri, Kuala Lumpur 10. Pn Nooraini binti Baba SMK Wakaf Tapai, Terengganu 11. Pn Ezareen bt C. Ahmad Ezanee SMK Bukit Jelutong, Shah Alam, Selangor 12. Pn Ingrid Sarina Rueh SMK Bukit Indah, Ampang, Selangor 13. Pn Vasanthi Sandragasam SMK Tun Habab, Kota Tinggi, Johor 14. Pn Hyacinth Foo Mook Keow SMK Seri Sentosa, Kuala Lumpur 15. Pn Norfidzah bt Mohd Nordin SMK Taman Melawati, Gombak, Selangor 16. Pn Khoo Guat Tin SMK Subang Jaya SS14/6, Selangor 17. En. Mohd Zamri bin Abu Zarin SBPI Rawang, Selangor 18. En. Adrian Robert SM La Salle, Kota Kinabalu, Sabah 19. Pn Sabina Kok SMK Assunta, Selangor 20. Pn Marina bt Mahmood SMAP Labu, Labu, Negeri Sembilan 21. Pn. Intan Hamimah bt Mamat SMK Seksyen 18, Shah Alam, Selangor 22. Pn Michelle Lim Pek Sim SMK Bandar Puchong Jaya (B), Selangor 23. Pn Elyani bt Khalid SMK Agama Kuala Lumpur, Kuala Lumpur 24. Cik Darshini Nadarajan SMK Alor Akar, Kuantan, Pahang 25. En. Mohd Redza Asyraf bin Ramlee SMK Jitra, Kedah 26. Pn Juliana Ali SBPI Jempol, Negeri Sembilan 27. Pn Diana Fatimah Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM 28. Cik Masreen Wirda Mohammad Ali Bahagian Pembangunan Kurikulum, KPM 29. YM Tengku Ireneza Marina Tengku Mazlan Bahagian Pembangunan Kurikulum, KPM 30. En Ng Yew Kee Bahagian Pembangunan Kurikulum, KPM
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THE RAILWAY CHILDREN NOVEL
Introduction
A novel is a fictional piece of prose usually written in a narrative style. Novels tell stories, which are typically defined as a series of events described in a sequence.
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. Secondly, 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.
Throughout the centuries, the novel stumbled along with great waxing and waning in popularity. Many modern examples held up as great novels were written throughout the 19th and 20th centuries, when novels finally gained a permanent position as an acceptable form of literature. Since that time, novels have become the most common form of published literature, far outpacing the published plays, poetry, and works of non-fiction that once held sway over the literate world.
Novels are often beloved for their creation of spectacular worlds, compassionate characters, and carefully thought-out arguments. They are often seen as a boundless realm of exploration and creativity, with sub-genres springing up to include nearly every type of subject that can be written about. A novel requires only imagination and talent to create massive worlds and detailed characters.
There are certain elements which every novel has and these are:
plot setting characterisation theme style and presentation
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Plot
This is what happens in the novel; it is the author's arrangement of the story.
Key points to note:
- There can be a logical development of events with a careful linking of scenes.
- There can be a series of apparently unrelated scenes which are not shown to be connected until the end of the novel - there should be a beginning, a middle and an end.
- The plot should be plausible, but there can still be room for the element of surprise.
- There should be conflict, either within the central characters or between characters, or between characters and their environment.
- The climax of the story is the highest point of interest, the moment when the conflict is most intense, the time when the consequences of a character's actions become inevitable and when all the main points of the plot merge.
- The denouement is when all the little mysteries in the plot are revealed and all the loose ends are tidied up.
- The pace of the novel slows with the denouement.
Sub-plot
This is a sequence (or sequences) of events that parallels the main plot; it can closely resemble the main plot or it can diverge in significant ways in order to highlight the main plot.
Setting
The setting of a novel encompasses a number of different, but linked elements:
- time - day or night, summer or winter, the historical period (an actual date)
- place - inside or outside, country or city, specific town and country, real or fictional
- social - the minor characters who take little part in advancing the plot, but whose presence contributes to the realism of the novel
- mood and atmosphere - eerie, dangerous, menacing, tense, threatening, relaxing, nostalgic, happy, light-hearted etc.
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Characterisation
Characters in a novel are the vehicles by which the author conveys to us his or her view of the world.
Key points to note:
- We learn about individual characters from their own words and actions, from what other characters say about them and the way others act towards them.
- Characters help to advance the plot.
- Believable characters must grow and change in response to their experiences in the novel.
Theme
This is the central idea which runs through the novel, the author‟s purpose in writing.
Key points:
- It is the point of view from which the author is writing and there may be a moral value to the story.
- The theme gives the story focus, unity, impact and a 'point'.
- The theme becomes clear by looking at what happens to the major characters and their involvement with other elements of the story.
Symbols
These are often used to help clarify a theme and can be anything from a single object (a key, a necklace, a stone), a place (the beach, an airport, a house), a repeated type of object (a dark car, a woman in sunglasses, an eagle flying overhead), a shape (diamonds, circles, crucifixes), a gesture (wiping glasses, lighting a pipe, a hand in a pocket), a colour, a sound, a piece of music, poetry; to a fragrance (the smell of new-mown grass, cigar smoke).
- Symbols are used to give intangible ideas and emotions a visibility and solidity that makes the reader notice them.
- Symbols can help to give unity to the plot - a recurring symbol is used to link different events and characters.
Irony
This is the revelation of the unexpected consequences of actions and words.
- Irony can add interest, humour and impact to the novel.
- It can give depth to characters, tighten the plot, help to define the characters and contribute to our understanding of the author's theme.
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Style
This is the way the story is written.
There are four main ways a story can be presented and countless combinations of these:
- The central character tells the story in his or her own words.
- A non-central character tells the story.
- The author refers to all characters in the third person, but reveals only what can be seen, heard or thought by a central character.
- The author refers to each character in the third person and describes what most or all of the characters see, hear and think; the author can also describe events which do not concern any of the characters.
The author can adopt:
- a subjective point of view, which means he or she judges and interprets the characters for the reader
- an objective view, in which the author presents events and allows the reader to make judgements
- an author can use flashbacks to fill in background
Language
The language used by the author also reveals the theme and purpose of the novel:
- The complexity of sentence and paragraph structure, the use of humour, satire and irony, imagery and other poetic devices and word choice all contribute to our appreciation of the characters and events which involve them.
- The reader can be left totally unconcerned about the fate of the characters or be moved by some tragic end to the story.
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AUTHOR‟S BACKGROUND
Edith Nesbit was born on 15 August 1858 in London, England. She was an English author and poet who wrote the children's novel The Railway Children in 1906. Her early years were spent with her two brothers and sisters at the family‟s agricultural college that her grandfather founded. After the sudden death of her father, and one of her sister's ill health, they lived in various parts of the country before young Edith was sent to boarding school. Later, the family moved to France and Germany, where Edith attended school.
In 1871 the Nesbits settled at Halstead Hall in Kent, England. The next few years were a source of many happy memories and influences on Nesbit's future writing. Adventures in and around the local pond, and in the surrounding gardens, investigating secret passageways in their home, and walking down the railway tracks that crossed the back fields with her brothers were events she would develop in her popular stories for children. She was already flexing her vivid imagination in the poems she started to write around the age of fourteen.
On 22 April 1880 Edith married Hubert Bland. Her husband was one of the founders of the Fabian Society, a British socialist movement, whose purpose is to advance the principles of democratic socialism. At this time Nesbit became an active socialist, cut her hair short and embraced the new values of the "advanced" woman. She and her husband jointly edited the Society's journal, Today, and entertained many friends and colleagues at their grand home Well Hall, Kent. After Hubert died in 1914, Edith married Thomas Tucker.
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Nesbit then lived a colourful and active life while writing many poems, plays, short stories, fiction and non-fiction, but some of her most enduring works are her children's stories. With elements of fantasy, time travel and spies, fairy tales and magic, they are a reflection of her idyllic childhood days and travels through England, France, and Germany. Some of Nesbit's additional works include, The Prophet's Mantle (1885), Something Wrong (1886), The Story of the Treasure Seekers (1899),The Wouldbegoods (1901),The Red House (1902), Five Children and It (1902),The Phoenix and the Carpet (1904),The New Treasurer-Seekers (1904),The Amulet (1906), The Enchanted Castle (1907), and The Magic World (1912). Nesbit‟s notable work, The Railway Children (1906) has inspired television and film adaptations. John Escott, a published adapter, is among some authors who had retold the story under the Oxford Bookworms series.
Edith Nesbit died on 4 May 1924 and lies buried in the churchyard of St Mary's in the Marsh, Kent, England.
Source: From the Biography written by C.D. Merriman for Jalic Inc. Copyright JalicInc 2006, http://www.online-literature.com/edith-nesbit/ Date accessed: 4 April 2011.
RETELLER‟S BACKGROUND
John Escott was born in Somerset, England. He started writing children‟s books and comic scripts, but now he writes for students of all ages. He is also a published adapter, author, editor, and a narrator of children's books. Escott enjoys writing crime and mystery thrillers. He has published many titles for the Oxford Bookworms series including Agatha Christie, The Fly and Girl on a Motorbike. Other published credits of John Escott include the Dominoes Series such as A Pretty Face Cassette, The Wild West and White Fang. When he is not writing, he enjoys walking along empty beaches, watching videos and searching old books. John Escott is married with two grown-up children and three grandchildren.
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THE RAILWAY CHILDREN NOVEL
Synopsis
Roberta ( also known as Bobbie), Peter and Phyllis live in a comfortable home in London with a wonderful mother and father as well as a maid. One day their father leaves home with two men. He is actually taken away to prison but the children do not know this at first. When he leaves and does not come back, they have to move to a poor cottage in the country (rural area) near a railway station. The children become familiar with the passing trains, the workers at the train station and signal-box, and life in a small town while their mother struggles to make ends meet by writing stories. They learn to live with what little they have and they get used to being poor. They also
learn not to steal coal from the railway station, even if they have so little to keep warm. They have various adventures - stopping a train when a landslide covers the tracks, finding an injured older boy in the train tunnel and getting help, while dealing with the mystery of their father's disappearance. Sometimes they argue and have crises, but in time they make many new friends. They also experience amusing adventures aplenty
which happen near the railway and the canal. The children develop the habit of waving to the train as it goes past and sometimes the people in the coaches wave back. Their friendly gestures forge a special friendship with one person in particular, who goes by in the train. He then eventually gets to know them, and helps them out in various ways. Then, one day a train calls at the station and the children are pleasantly
surprised to see their father. They are finally re-united.
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THE RAILWAY CHILDREN NOVEL
Elements
PLOT SUMMARY
CHAPTER 1 : THE BEGINNING OF THINGS
One night at their home in London, Father, Mother, Roberta (also known as Bobbie), Peter and Phyllis are talking about Peter‟s broken model engine when there is a knock on the front door. Two gentlemen come to see Father and talk for a long time. Father speaks briefly with Mother and mysteriously leaves home. The next morning, Mother leaves for London and returns in the evening, looking tired. She requests the children to be good while she is away and not to ask any question about Father. Several horrid weeks go by and one morning, Mother tells the children that they are moving to a little white house near a railway line in the country. They take the train and arrive at their new home in the dark.
CHAPTER 2 : PETER AND THE COAL
The family do not get a decent supper as they think Mrs.Viney has not prepared it for them. Mother prepares what she can and off they go to bed. The next morning, the children wake up feeling excited in their new home. They discover that a nearby field backs onto a railway line but the railway station is too far to see from where they are. Before supper the children decides to go to the railway station. They have a lot to see and a large heap of coal catches Peter‟s attention. When Peter steals coal from the station yard, he is caught by the Station Master. Peter thinks that taking some coal from the middle of the heap is harmless. The Station Master warns them that what they have done is stealing because the coal belongs to the railway station. It is only then they realise what they have done is wrong.
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CHAPTER 3 : THE OLD GENTLEMAN
By now the children know the time when the trains pass. Every morning they will wave to an old gentleman who always waves back at them. They pretend that the old man knows their father and takes their love to him in London. One day, their mother becomes very ill and Bobbie resolves to do something positive to help. The children paint the words, "LOOK OUT AT THE STATION" on a large white sheet and wave it at the 9.15 train the next day. When the train is about ready to leave, Phyllis passes a letter to the Old Gentleman. In the evening, a large box of supplies is delivered to the children with all the things they have asked for.
CHAPTER 4 : BOBBIE‟S RIDE
When their mother finally recovers from her illness, they confess to her what they have done earlier. The family later celebrates Bobbie‟s 12th birthday, all dressed in their best. Bobbie receives various presents from the family including Peter who reluctantly has to give her the broken half of his toy train filled with sweets. Her lovely birthday party however ends on a sad note when she realises that her mother is very upset later that night. Bobbie secretly wants to repair Peter‟s broken train. She goes to the station and accidentally gets into the engine of one of the trains. Feeling scared, she seeks help from two railway workers. The two men not only repair the toy train but also make sure she arrives home safely. Weeks later, Bobbie introduces Peter and Phyllis to the friendly engine driver and Jim, the fireman.
CHAPTER 5 : SAVING THE TRAIN
The children witness a landslide that covers the railway line. The children prevent an imminent accident by waving the girls‟ red petticoats. The train comes to rest just in time, at about twenty metres from where Bobbie stands on the tracks. Weeks later, a ceremony is held at the station to commemorate the children's bravery. The Old Gentleman presents the children with a gold watch each and meets their mother at home. The children relay the eventful day to their mother.
CHAPTER 6 : A BIRTHDAY FOR PERKS
The children‟s mother has just sold a story and suggests having some cakes for tea. Bobbie requests that they have it on Perks‟ birthday and Mother agrees. Peter comes up with an idea to ask the villagers for little gifts, confident that they will give something to a person as nice as Perks. Some of the villagers are delighted with the idea but others, such as Mrs. Ransome simply brushes them off. The three children, however, go home and collect several roses for Mrs. Ransome since it is her birthday. That kind gesture touches Mrs. Ransome‟s heart and she gives the children several apples as well as her dead grandchild‟s pram for Perks‟ son. The children bring the gifts to Perks‟ house and wait for his arrival so as to surprise him. In spite of this, Perks becomes upset as he sees the gifts as a form of charity. The children explain that these gifts are given sincerely and Perks relents. He asks the three children to stay for tea.
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CHAPTER 7 : THE TERRIBLE SECRET
Bobbie discovers the reason for her father‟s disappearance when she reads the newspaper article. Deeply upset, she refuses to believe that he is a spy and is imprisoned. Her mother attempts to explain that her father has been falsely accused of selling government secrets to another country. Bobbie believes in her father‟s innocence and decides to write to the Old Gentleman to clear his name.
CHAPTER 8 :THE BOY IN THE RED SHIRT
The boy in red goes missing during a „hare and hounds‟ game organised by their school. Bobbie and her siblings enter the dark railway tunnel to look for him. They find him lying by the railway track with a broken leg. Bobbie stays with the injured boy, Jim, in the dark tunnel while Peter and Phyllis seek help from the farm. The children take Jim home for medical attention. They later learn that Jim is the grandchild of the Old Gentleman whom they have met earlier. The Old Gentleman visits the little white house where Jim is taken care of. Mother offers herself to take care of Jim until he gets better. The Old Gentleman is grateful to the family. When the Old Gentleman leaves the house, he has a private chat with Bobbie about her father. He says that he has received the letter and has been looking into the case. He also believes that her father is innocent.
CHAPTER 9 : THE MAN AT THE STATION
The children wave at the passing 9.15 train and all the passengers respond. At the station, an overjoyed Mr. Perks, who has read about Bobbie‟s father in the newspapers, greets her. A London train stops at the station and Bobbie sees her father return after serving his sentence in prison. They return home happy and reunited.
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PLOT SUMMARY BASED ON FREYTAG‟S PYRAMID The children have various adventures. First, they One day, Perks gives Bobbie some old newspapers and magazines. She is discover a heap of coal at the station yard. Peter takes horrified to notice a newspaper headline announcing her father‟s conviction some coal home and stacks them at the back of the and sentence. Knowing that he is innocent, Bobbie resolves to rescue him. house but he gets caught by the station master. The She writes a letter to the Old Gentleman. children also sit on the fence waiting for the train to pass by. They develop the habit of waving to the train as it goes past. Their friendly gestures make them one CLIMAX special friend in particular, a distinguished Old Gentleman who eventually gets to know them. Then, Mother falls sick. The children seek help from the Old Gentleman. One day, they stop a train when a landslide covers the tracks by creating red warning flags to save it. These kind children even ask around The children continue with their adventures. One the village for birthday presents for Perks, a porter. day, they watch a „Hare and Hounds‟ game that Perks is initially furious, but is touched when the leads them to the dark tunnel. One of the children convince him the gifts are a mark of respect „hounds‟ fails to appear from the dark tunnel. The from the villagers. children go in to investigate. They find the injured „hound‟ (Jim) and rescue him.
RISING ACTION FALLING ACTION
Roberta (Bobbie), Peter and Phyllis are children of a fairly wealthy family. They live a happy and stable life with their parents in London. However, things change One day, a train from London when their father is mysteriously halts and Bobbie sees a tall figure taken away from their home. Then, on the platform. She embraces the the family moves to a country tall man who is her father. The house near a railway line. family is reunited.
EXPOSITION (BEGINNING) RESOLUTON (ENDING)
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CHARACTERS
Main Characters
Character Characteristics Textual Evidence
ROBERTA (BOBBIE) A twelve-year old girl Twelve lighted candles on it, one for each of Bobbie‟s years. (p 22)
Eldest child of the ....she was always called Bobbie, and
family was the oldest. (p 1)
Very determined „Mother must have those things,‟ said
Bobbie. „The doctor said so. How can we get
them for her? Think, everybody, just as hard as you can‟. (p 17)
Caring Bobbie picked up the box with Peter‟s toy engine inside it. „I…I wanted to ask if you could mend this,‟ she explained and took the engine out of the box.‟ (p 26)
„Why didn‟t you go with them?‟ he said. „Someone had to stay with you,‟ said Bobbie. „I must put out the candles or it will burn itself out.‟ (p 49)
Resourceful „You must go and get help, „ said Bobbie quickly. I‟ll stay with him. You take the longest bit of candle, but be quick.‟(p 48)
She used Peter‟s knife to cut off the boot, then she looked at the broken leg. „It needs something soft under it,‟ she thought, and then remembered her petticoat. She took it off and carefully put it under the boy‟s leg. (p 49)
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Sensitive It was a lovely birthday. But later that night, Bobbie came silently down the stairs to get her presents. She saw her mother sitting at the table, with a pen and some writing paper in front of her. „She‟s writing to Father,‟ thought Bobbie. (p 23)
„It‟s my birthday, and she doesn‟t want me to know she‟s unhappy,‟ thought Bobbie. (p 24)
Responsible Then Bobbie fetched coal and wood, and lit a fire. It was a strange supper – tomatoes, potato chips, dried fruit and cake. And they drank water out of tea- cups. After supper, they put sheets and blankets on the beds, the mother went to her own room.(p 7)
PETER Second child and the Next came Peter...(p 1) only boy
Wants to be an ...who wanted to be an engineer when engineer he grew up. (p 1)
Courageous „Perhaps he‟s had an accident,‟ said Peter, „Let‟s go and look.‟ (p 46)
Adventurous On their last night in the house, Peter had to sleep on the floor, which he enjoyed very much. „I like moving,‟ he said. (p 4 and 5)
„Where shall we go?„ said Bobbie, although she already knew the answer. „To the railway, of course!‟ cried Peter (p 9)
„It was very exciting!‟said Peter. (p 10) Innocent „I didn‟t think it was stealing,‟ said Peter. „There‟s so much coal here. I took some from the middle of the heap, and I – I thought nobody would mind. And Mother says we‟re too poor to have a fire...‟ (p 14) Quick thinking „We need something red. Then we could go down on the line and wave it,‟ said Peter. „Everyone knows that red means danger, and the train would stop.‟ (p 29)
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PHYLLIS Youngest And the youngest was Phyllis, who was always trying to be good. (p 1)
Insecure They went inside the dark…Immediately, the candle went out. „Oh, I wish we hadn‟t come!‟ said Phyllis. (pgs 6,7)
There was a low noise on the railway line… „Let me go back!‟ cried Phyllis. (p 47)
Naïve The boy in the red shirt was on the ground, beside the line. His eyes were closed and he did not move when they reached him.
“Is...he dead?” asked Phyllis.(p 47)
MOTHER Homely Mother was almost always at home, ready to play with the children, or to read to them to the children to them. (p 1) Protective We have to play „being poor‟ for a while. (p 4)
Practical „Then we can‟t have any supper,‟ said Phyllis, unhappily. „Yes, we can. We can unpack one of the boxes. There‟s some food from the old house.‟ (p 7) Resourceful Mother spent every day in her room, writing stories. Sometimes she managed to sell a story to a magazine, and then there were cakes for tea. (p 12) Caring ...ready to play with the children, or to read to them. (p 1)
Proud „Now listen, it‟s true that we‟re poor.‟ she told them, „but you must not tell anyone. And you must never, never ask strangers to give you things.‟ (p 21) FATHER Tolerant ...who was never angry ... (p 1)
A civil servant/ The children knew that Father worked government officer in a Government office. (p 4)
Wonderful … always ready to play a game. (p 1)
Caring Of course there‟s hope! I‟ll mend it on Saturday (p 3)
Wrongly accused FIVE YEARS IN PRISON FOR SPY! And the name of the spy was her father. (p 40)
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OLD GENTLEMAN Friendly … And a hand waved back! It was holding a newspaper and it belonged to an old gentleman.(p 15)
Kind and Helpful „The old gentleman asked me to bring it,‟ he (Perks) said.
Perks left, and the children opened the box. Inside were all the things they have asked for… (pgs 19, 20)
„When I read about your father in the
newspaper at the time, I began trying to find out things‟ (p 52)
A very nice and ...they spent a happy two hours with PERKS friendly railway porter Porter, a nice friendly man called Perks (p 17).
and there stood Perks, the friendly Porter,… (p 19)
“Perks is nice to everybody” (p 34)
Hardworking He says he doesn‟t keep birthdays anymore, because he has other things to keep – his wife and children ! (p 34)
„And other people said you were kind and polite and hardworking.‟ said Bobbie. (p 38)
Proud „I‟m not having any of it! We‟ve managed all these years, asking people for nothing, and I‟m not going to start taking things now. We may be poor, but we don‟t need charity.‟ (p 38)
Reasonable „I – I won‟t,‟ said Perks, quietly…I take every word I said. I-I don‟t know if I were ever so pleased...not only with the presents, but with the kind thoughts of our neighbours.‟ (pgs 38, 39)
Responsible „I am pleased to give something to Mr. Perks. He always pays his bills. (p 38)
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MRS RANSOME Sensitive „It‟s my birthday tomorrow,‟ said old Mrs. Ransome at the post office. „Nobody will remember mine. Why should I give anything to Perks? Go away!‟ (p 35)
Appreciative „I want to thank you for the roses.‟ she said. (p 36)
Generous „And here is your box,‟ said Mrs. Ransome, giving it back to them. It was full of shiny red apples.(p 36)
„The Perks children will like them. And I‟ve got a pram in the back of the shop.‟ (p 36)
DR FOREST Hopeful „I expect you want to be nurse,‟ Dr. Forest said to Bobbie, after he had seen the mother.
„Your mother is ill and must stay in bed…‟ (p 17)
Responsible „I‟ll send some medicine for her, but she will need fruit and milk, and some other special things that I‟ll write down on a piece of paper for you.‟ (p 17)
MRS. VINEY A woman from the „ Who‟s she?‟ asked Bobbie. „ A village woman from the village. I asked her to clean the place and make our supper,‟ said Mother. (p 6)
Responsible There‟s a letter from Mrs. Viney,‟ explained Mother. „Her son broke his arm and she went home early. She‟s coming again later this morning.‟ (p 8)
20
SETTING
Place Setting
A home in London (pgs 1,2 ) Little white house in the country that stands in a field near the top of a hill. (p 8) The railway station (p 10) The railway lines (p 11) The railway tunnel (p 43) The village ( pgs. 34,35 )
Social Setting
Edwardian times - petticoats (p. 29), large heap of coal which steam trains used for their engines (p 10), telegraph (p 10)
Cultural Setting
British setting – having tea (p 1) , tea-time (p 41), „...stay to tea‟ (p 39) make our supper (which means dinner to other cultures) (p 6), high hats and long coats (p 32)
21
THEMES
The Importance of a Family
1. There is a strong bond in the family.
Mother was almost always at home, ready to play with the children, or read to them…(p 1)
they also had a wonderful father who was never angry, and always ready to play a game (p 1)
the children did not forget their father, ... (p 12)
2. The children are always together - at the railway line, railway station and even when they collect gifts for Perks.
„Let‟s go and look at the railway,‟ said Peter. (p 8)
…the children went to fetch the presents which other people had promised… (p 36)
Hope and Optimism
1. Father is always positive with his children that everything shall be fine.
„Of course, there‟s hope!‟ said Father, smiling. „I‟ll mend it on Saturday, and you can all help me.‟ (p 3)
2. Bobbie has high hopes that the old man can help her seek the truth about her father‟s innocence.
But Bobbie did think about it. She did not talk to Peter or Phyllis, but she wrote a letter – to the old gentleman. (p 42)
3. The old man believes that Bobbie‟s father is innocent.
„I haven‟t done much yet but I have hopes, my dear – I have hopes.‟ (p 52)
The Joys of Childhood
1. The family is fortunate to move to a country house that many would dream of living in. They do not go to school; hence, they fully enjoy their privileged freedom and have some adventures at their neighbouring railway line. The three siblings have more adventures than they ever did in London. They spend a lot of their time on their own as their mother has to work. They have a freedom they never had before.
The children did not go to school now …and Mother spent every day in her room, writing stories. (p12)
The children could not keep away from the railway... (p 15)
22
Kindness Brings Reward
1. As a note of appreciation to Perks for being nice, his birthday is celebrated with much kindness and benevolence from the children as well as the villagers
But other people gave things – a pipe, a tin of tea, a walking stick – and others promised to give small presents too. (p 35)
The Loss of Innocence
1. The children have been formerly sheltered from a life of hardship and led a comfortable life. However, after their circumstances change, they have to learn and, over time, discover the harsh truth of poverty.
„Mother must have those things,‟ said Bobbie. „The doctor said so. How can we get them for her? Think, everybody, just as hard as you can.‟ (p 17)
„We have to play “being poor” for a while.‟ (p 4)
„Can we light a fire?‟ asked Bobbie. „We can‟t have fires in June,‟ said Mother. „Coal is very expensive.‟ (p 12)
Justice Shall Prevail
1. The father of Bobbie, Peter and Phyllis is an innocent man being falsely imprisoned for spying. He is finally vindicated with the help of the Old Gentleman.
He held her hand and said, „You must go in by yourself, and tell Mother very quietly that it‟s all right. They‟ve caught the man who did it. Everyone knows now that your Daddy isn‟t a spy.‟ „We always knew you weren‟t,‟ said Bobbie. (p 57)
Coping with Hardship
1. The characters in this novel are resilient and courageous as they go through hardship and difficulties without complaints or despair.
„We can‟t take everything,‟ Mother told them. „Just the necessary things. We have to play “being poor” for a while.‟ On their last night in the house Peter had to sleep on the floor, which he enjoyed very much. „I like moving,‟ he said. (pgs 4,5)
Then Bobbie fetched coal and wood, and lit a fire. It was a strange supper – tomatoes, potato chips, dried fruit and cake. And they drank water out of tea-cups.
2. Despite being thrown into poverty, the children‟s mother does not use it as an excuse to deprive the children of having one or two pleasures in life.
„I‟ve sold another story, darlings,‟ she said. „We can have cakes for tea.‟ (p 34)
3. The children are deprived of school, and Mother has to write stories to put food on the table. Yet they are told that they are not to depend on others.
The children did not go to school now, and Mother spent every day in her room, writing stories. Sometimes she managed to sell a story to a magazine, and then there were cakes for tea. (p 12)
„Mother said we weren‟t to ask people for things.‟ (p 34)
23
Resourceful and Innovative
1. The children send danger signals to stop the train by making flags from red petticoats.
2. Bobbie uses her petticoat to support Jim‟s broken leg in the tunnel while waiting for help.
They cut the petticoats into six pieces and put them on to sticks (p 29)
Bobbie uses her petticoat to support Jim‟s broken leg in the...
„It needs something soft under it,‟ she thought, and then remembered her petticoat. She took it off and carefully put it under the boy‟s leg. (p 49)
Naivety
1. Peter is naive to think that no one would notice if he takes coal from the middle of the heap.
Taking coal from the middle of the heap goes unnoticeable.
Peter denies he is stealing the coal when caught by the Station Master. He isn‟t sure that he is stealing. (pgs13, 14)
„I‟m not a thief,‟ said Peter, but he did not sound very sure about it. (pgs 13, 14)
Bravery
1. The children risk their lives to prevent a train accident.
They try to stop the train by standing on the railway line (pgs 30,31)
The children enter the dark tunnel to look for the last „hound in a red shirt‟ (p 46)
2. Mother is being brave and patient with the children.
Bobbie saw her face when she turned away. „Oh, Mother,‟ she thought. „How brave you are! How I love you!‟ (p 5)
3. Bobbie was determined to make the train stop at the risk of her own life.
She ran on to the line, waving her two flags (p 30)
Bobbie did not move from the line. She waved and waved her flags, shouting, „Stop, stop!‟ as the big black engine came towards her. (p 31)
4. Bobbie writes a letter to the Old Gentleman to seek justice for her father.
My Dear Friend, You see what is in this newspaper. It is not true. Father never did it… (p 42)
24
VALUES
The novel teaches us to be responsible
1. The children are very responsible.
All day, they helped Mother to unpack and arrange everything in the rooms. (p 9)
2. The mother is responsible in taking care of her children‟s welfare.
…Mother spent every day in her room, writing stories. Sometimes she managed to sell a story to a magazine, and then there were cakes for tea. (p 12)
3. Mrs Viney is a responsible person in the sense that she prepares the meals and cleans the house as instructed.
There was a table in the little square room, and on the table was their supper. (p 8)
The novel teaches us to be able to stand proud even when we are poor.
1. The Mother has a very strong sense of moral conviction that she does not see the need to seek help from others as long as she can hold the fort.
„Now listen, it‟s true that we‟re very poor,‟ she told them, „but you must not tell anyone. And you must never, never ask strangers to give you things.‟ (p 21)
2. Perks may be poor, but he does not want charity.
“I‟m not having any of it. We‟ve managed all these years, asking people for nothing and I‟m not going to start taking things now. We may be poor, but we don‟t need charity.” (p 38)
The novel teaches us to be benevolent and generous
1. G.P (The Old Gentleman) is very benevolent when he responds to their pleas for the things that the doctor said their mother required. He gave the children more than what they have actually asked for.
Here are the things you need. Your mother will want to know where they came from. Tell her they were sent by a friend who heard she was ill (p. 20)
2. The villagers gave various presents to Perks for his birthday.
But other people gave things – a pipe, a tin of tea, a walking stick – and other promised to give small presents, too. (p 35)
25
The novel teaches us to be helpful.
1. When Jim hurts his leg in the tunnel during the paper chase, the children help him.
„The others came out, but you didn‟t. So we came to look for you.‟ (p 47)
The novel teaches us that we must show our appreciation.
1. The children are given an invitation from the Secretary of the Railway Company as appreciation for their brave act as in the following letter:
Dear Sir and Ladies – we would like to say thank you for saving the train and stopping a very bad accident. Please come to the station at the three o‟clock on the 30th of the month, if this is a suitable day. (p 31)
It was a very special day indeed… Then everybody sat down and an important man got up to speak. He said nice things about the children – how brave and clever they were - … (pgs 31,32)
The novel teaches us that we must be honest
1. The children admit to their mother about writing to the Old Gentleman despite knowing that she would be upset about it.
Then it was time for the children to tell Mother what they had done. It was not easy, but they had to do it...
„We‟re sorry,‟ said Phyllis and Peter, crying too.(p 21)
2. The children admit to stealing the coal.
„We did it too,‟ Bobbie told the Station Master. (p 14)
26
POINT OF VIEW
As the narrator, I am the master storyteller! It's up to me to keep the story alive and interesting with exciting detail. So, I tell everything with expression and excitement!
Narrator
The novel is being told in the third person‟s point of view.
LITERARY DEVICES
Simile
Then a noise seemed to come from inside the walls of the house. It sounded like small animals running up and down.(pgs 6,7)
„Oh!‟ said Bobbie, when it had gone. „ It was like a great wild animal going by!‟ (p 10)
„Oh! my Daddy, my Daddy!‟ cried Bobbie. That scream went like a knife into the heart of everyone on the train. (p 57)
Onomatopoeia
But after three days, the engine went BANG! (p 2)
Foreshadowing
In the opening chapter, the writer gives the reader what will happen later on in a novel .
„ Is there not hope?‟ said Peter „Of course there’s hope!‟ said Father, smiling. „I‟ll mend it on Saturday, and you can all help me.‟ (p 3)
Personification
The next moment, the railway lines began to shake and the train came screaming out of the tunnel. (p 10)
But the trees and the flowers all seemed to be waiting for something to happen. (p 55)
Imagery
He put his large hand over her small one. (p 49)
27
THE RAILWAY CHILDREN PRE-ACTIVITY 1
Judging the book cover
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To encourage students to predict the plot of the story
2. To design a suitable cover for the short story
MATERIALS
………………………………………………………………………………………………
1. Worksheet 1 3. Coloured markers
2. Mahjong papers
STEPS ………………………………………………………………………………………………
1. Divide students into groups. 2. Distribute the various covers of the novel „The Railway Children‟ (refer to Worksheet 1). 3. Ask students to predict what the story is about in five sentences based on the book covers. 4. Distribute the mahjong papers and coloured markers to each group and ask students to illustrate a new cover for the book based on their predictions. 5. Students present this to the class.
For Lower English Proficiency (LEP), teachers can either:
a) brainstorm words, phrases or sentences to help them write out the sentences
b) provide students with guide words, phrases or sentences to describe the covers. THE RAILWAY CHILDREN ACTIVITY 1
28
THE RAILWAY CHILDREN WORKSHEET 1
Judging the book cover
Predict what the story is about in five sentences.
______
______
______
______
______
______
______
______
______
______
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THE RAILWAY CHILDREN PRE-ACTIVITY 2
Guess what?
Time : 40minutes
AIMS
………………………………………………………………………………………………
1. To give one‟s opinion
2. To make predictions
MATERIALS
………………………………………………………………………………………………
1. Worksheet 2
STEPS ………………………………………………………………………………………………
1. Divide the class into groups of 5 2. Distribute worksheet to each member of the groups. 3. Ask students to read and look for the meanings of the words provided in the worksheet using the dictionary. 4. Get students to discuss and guess the title and what the story is about. 5. Get a representative from each group to present their prediction. 6. Discuss the predictions from all the groups with the class.
Groups can present their work in graphic form or using illustrations.
30
THE RAILWAY CHILDREN WORKSHEET 2
Guess what?
1. Find the meanings of the words in the clouds below. 2. Discuss and answer the questions that follow.
telegraph
wires railway
porter lines
steam Station engines
master
fireman engine driver tunnel
1. Guess what the story is about.
______
2. Suggest a suitable title of your choice for the novel.
______
3. Explain to the class why you have chosen this title.
______
31
THE RAILWAY CHILDREN PRE-ACTIVITY 3
I Wonder…
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To make predictions about what is found in the story based on the picture given 2. To participate in a discussion by suggesting, agreeing, and defending one‟s point of view
.
MATERIALS
………………………………………………………………………………………………
1. Worksheet 3
STEPS ………………………………………………………………………………………………
1. Discuss the different types of trains. 2. Distribute Worksheet 3 to each student. 3. Tell students to write sentences that describe why the children are there (reasons) and what will happen (prediction) based on the picture. 4. Ask students to share their reasons and predictions with the class. 5. Discuss students‟ answers. 6. Tell students to retain Worksheet 3 with them. Compare their answers after reading Chapter 5.
If the class consists of Low Proficiency students, teachers may assist by asking “WH” questions that will lead to the answers.
32
THE RAILWAY CHILDREN WORKSHEET 3
I Wonder…
Study the picture below and answer the questions that follow.
Why are the children there? What do you think will happen?
1. ______1. ______
______
2. ______2. ______
______
3. ______3. ______
______
33
THE RAILWAY CHILDREN PRE-ACTIVITY 4
Brain Train
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To use words in context
.
MATERIALS
………………………………………………………………………………………………
1. Sets of word cards (Worksheet 4)
STEPS ………………………………………………………………………………………………
1. Prepare sets of word/vocabulary taken from the text. 2. Cut out the sets of words and put them in a box. 3. Tell students to pick up the words at random. 4. Tell students to construct a sentence using the words they have picked.
Word cards must consist of words taken from the novel.
Teacher can guide students with Lower English Proficiency by asking a few questions pertaining to unfamiliar words.
Alternatively, the teacher may change the words to the level of the students‟ proficiency and level.
34
THE RAILWAY CHILDREN WORKSHEET 4
Brain Train
TRAIN PETTICOAT SPY TUNNEL
THIEF PASSENGERS APPLE PIE PIPE
WALKING PRAM PORTER ENGINE STICK
CHARITY BILLS PRISON STATION
NEWSPAPER LETTER FLAG ACCIDENT
GENTLEMAN SECRET PRESENTS HONEST
CHILDREN BIRTHDAY HANDKERCHIEFS PLATFORM
STEAM MAGIC SUPPER POOR
35
THE RAILWAY CHILDREN (CHAPTER 1) WHILE ACTIVITY 1
Getting to know
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To retell what the chapter is about
2. To compare and contrast two settings
3. To form new words by combining two words
MATERIALS
………………………………………………………………………………………………
1. Worksheet 1 3. Text ( Chapter 1)
2. Dictionary
STEPS ………………………………………………………………………………………………
1. Ask students to retell what the chapter is about. 2. Tell students to look up the meanings of five difficult words in Chapter 1 using the dictionary. 3. Distribute Worksheet 1 and ask students to complete Task 1 4. Get students to compare the house in London and the little white house near the railway line and complete Task 2. 5. Read Chapter 1 again and identify compound nouns. 6. Complete Task 3 of Worksheet 1.
Some new words in Chapter 1 that the students may not know are:
wonderful awful excitement country cart supper doorstep telegraph
Students can do Post-Activity 13 as an enrichment exercise.
36
THE RAILWAY CHILDREN (CHAPTER 1) WHILE ACTIVITY – WORKSHEET 1
Getting to know
Task 1 Read Chapter 1. Look up new words and find the meaning in a dictionary. Choose two words that you like the most and write them below with a meaning.
Word Explanation
Task 2 THE BEGINNING OF THINGS
Answer the questions below.
1. Write down two sentences about the children‟s lives before Father went away.
i. ______
ii. ______
2. Write down two sentences about their new home, the little white house.
i. ______
ii. ______
Task 3 Match the word in the columns to make five compound nouns used in the first chapter. The first one has been done for you.
rail - - day door - - men birth - - thing some - - way up - - step gentle - - stairs
37
THE RAILWAY CHILDREN (CHAPTER 2) WHILE ACTIVITY 2
Peter and the coal
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To read and identify details in the story
MATERIALS
………………………………………………………………………………………………
1. Worksheet 2 2. Text (Chapter 2)
STEPS ………………………………………………………………………………………………
1. Distribute a copy of the worksheet to each student 2. Students read the questions carefully and answer them by providing textual evidence.
Read and answer questions based on Chapter 2.
38
THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 2
Peter and the coal
Answer these questions based on Chapter 2 that you have read. For answers 1 to 4, provide textual evidence from the novel and indicate the page number as well.
1. Why are the children very excited in the morning?
Answer:
______
______
Textual evidence:
______
______
2. What do they have for breakfast? Do they enjoy it?
Answer:
______
______
Textual evidence:
______
______
39
3. What do they do after breakfast?
Answer:
______
______
Textual evidence:
______
______
4. Why do Bobbie think that the train was like a wild animal going by?
Answer:
______
______
Textual evidence:
______
______
5. Why do the Station Master let them off for taking the coal? Tick ( ) the statement or statements that you think are correct.
a) He is a kind man
b) He feel sorry for them being poor
c) The children don‟t know that stealing was wrong
40
THE RAILWAY CHILDREN (CHAPTER 3) WHILE - ACTIVITY 3
Shout Out!
Time : 40 minutes
AIM
………………………………………………………………………………………………
1. To identify characters by matching them with the statements given
MATERIALS
………………………………………………………………………………………………
1. Worksheet 3 2. Text (Chapter 3)
STEPS ………………………………………………………………………………………………
1. Distribute Worksheet 3 to each student. 2. Read the statements in Section A. 3. Identify the statements in Section A and match them with the characters in Chapter 3 of the novel. 4. Write the statements in the graphic organiser in Section B.
Read and answer questions based on Chapter 3.
41
THE RAILWAY CHILDREN (CHAPTER 3) WHILE ACTIVITY - WORKSHEET 3
Shout Out!
Read the statements in Section A . Match the statements to the characters in Chapter 3.
Section A
A. “I haven‟t seen you at the station recently…”
B. “After the trouble with the coal…”
C. I expect you want to be a nurse….. your mother is ill and must stay in bed.”
D. “Impossible!... we can‟t buy all those things! We‟re poor remember?”
E. “Mother must have those things, the doctor said so. How can we get them for her? Think , everybody, just as hard as you can”
F. “I thought I was going to miss you!”
G. “I think we were right.”
H. “Of course, we were right”
I. “I hope Mother thinks we were right, too.”
Section B – Graphic Organiser
Who Said what?
E.g.
(i) “After the trouble with the coal…” Peter (ii)
(i)
(ii)
(i)
(ii)
(i)
(i)
(i)
42
THE RAILWAY CHILDREN (CHAPTER 4) WHILE – ACTIVITY 4
ChooChoo... Corner
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To recall an event in the story
MATERIALS
………………………………………………………………………………………………
1. Worksheets 4(a) and 4(b) 2. Text (Chapter 4)
STEPS ………………………………………………………………………………………………
1. Ask students to talk about their own blogs or Facebook. 2. Ask students to explain some of the things that they post in their blogs or Facebook. 3. Distribute Worksheet 4(a). 4. Ask students to complete Worksheet 4 (a) based on Chapter 4. 5. Distribute Worksheet 4(b). 6. Ask students to post their status in the Choo Choo... Corner Facebook
Teachers should make sure that students use standard language when posting their status in the Facebook.
43
THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 4(a)
Choo Choo… Corner
Complete the table below on how Bobbie celebrated her birthday by referring to Chapter 4.
Who were there?
What happened?
What did I receive?
How did I feel?
44
THE RAILWAY CHILDREN WHILE ACTIVITY - WORKSHEET 4(b)
ChooChoo… Corner
Imagine that you are Bobbie. Based on Chapter 4, complete your Choo Choo… Corner Facebook below by writing out how you celebrated your birthday and your feelings on that day .
Cho Choo… Corner What‟s on your mind?
It was a wonderful day today. I celebrated my…………......
………………………………………………………………………….
………………………………………………………………………….
We were …………………………………………………………......
………………………………………………………………………….
…………………………………………………………………………
I received wonderful…………………………………………………
………………………………………………………………………….
………………………………………………………………………….
Unfortunately, a wonderful day…………………………………..…
…………………………………………………………………………
Share
45
THE RAILWAY CHILDREN (CHAPTER 5) WHILE - ACTIVITY 5
Saviours of the train
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To identify and sequence events in the story
MATERIALS
………………………………………………………………………………………………
1. Worksheet 5 3. Text (Chapter 5)
2. Handout 5 4. Scissors and glue
STEPS ………………………………………………………………………………………………
1. Get students to work in pairs. 2. Read Chapter 5 “Saving the Train” silently. 3. Let each pair of students sequence the events in Handout 5. 4. Cut the boxes in Handout 5. 5. Paste the events according to the sequence onto the coaches of the train in Worksheet 5. 6. Display work on the notice board.
Teachers may add more coaches if the students can manage more details of the events that are found in Chapter 5 – Saving the Train
46
THE RAILWAY CHILDREN (CHAPTER 5) WHILE ACTIVITY - HANDOUT 5
Saviours of the train
Read the events in the boxes below. Cut the boxes and paste them onto the coaches of the train given in the Worksheet 5 according to the sequence of events.
The children The driver wave flags made managed to stop from the sisters‟ While they were there, they saw the train just in red petticoats. some of the trees time moving.
The three A ceremony is held at the station children have saved the day. to commemorate the children‟s bravery.
After several One day, Bobbie, minutes, the train A few seconds Peter and Phyllis finally later, everything are walking approaches and at the hillside beside the railway luckily, the engine crashes down on line. driver spots them. the railway line.
47
THE RAILWAY CHILDREN (CHAPTER 5) WHILE ACTIVITY– WORKSHEET 5
Saviours of the train
Cut the boxes in Handout 5 and paste them onto the coaches of the train below.
1 2
4 3 5
6 8 7
48
THE RAILWAY CHILDREN (CHAPTER 6) WHILE ACTIVITY 6
Railway Lines
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To identify characters from the novel by matching them according to their
dialogues
2. To rewrite the dialogues in speech bubbles
MATERIALS
………………………………………………………………………………………………
1. Text (Chapter 6)
2. Worksheet 6(a) and (b)
STEPS ………………………………………………………………………………………………
1. Get students to work in pairs. 2. Distribute Worksheet 6(a) and 6(b) to each pair. 3. Rewrite the dialogue in the speech bubbles and match them according to the characters in Chapter 6.
This activity is to be used specifically after reading Chapter Six of The Railway Children.
49
`THE RAILWAY CHILDREN WHILE ACTIVITY -WORKSHEET 6(a)
Railway Lines
Match the dialogues below with the characters from the novel.
No Lines from the novel Characters
1 “…And we‟ve brought some presents for him”
2 “I want to thank you for the roses.”
3 “What‟s that pram doing here?”
4 “I‟ve sold another story, darlings,”
5 “There must be lots of people in the village who will want to help us give him a nice birthday. Let‟s ask everybody.”
6 “Oh, yes please!”
7 “I - I‟ll never be kind to anyone again!”
8 “It‟s not charity! People were happy to give you birthday presents.”
9 “Perks has never had a birthday like it!”
10 “I showed him my brooch – the one you gave me for my birthday – and I asked him about his birthday. He says he doesn‟t keep birthdays any more, because he has other things to keep – his wife and children!”
50
THE RAILWAY CHILDREN WHILE ACTIVITY -WORKSHEET 6(b)
Railway Lines
Write the dialogues from Worksheet 6(a) in the speech bubbles below.
Mother
Mrs. Ransome
Mrs. Perks
51
Peter
Perks
Phyllis
Bobbie
52
THE RAILWAY CHILDREN (CHAPTER 7) WHILE - ACTIVITY 7
Criss Cross Away!
Time : 40 minutes
AIMS ………………………………………………………………………………………………
1. To recall details of a text
MATERIALS
………………………………………………………………………………………………
1. Worksheet 7
2. Text (Chapter 7)
STEPS ………………………………………………………………………………………………
1. Distribute Worksheet 7 to each student. 2. Find answers from Chapter Seven. 3. Discuss the answers.
This activity is specifically designed for Chapter 7 of The Railway Children.
53
THE RAILWAY CHILDREN (CHAPTER 7) WHILE ACTIVITY- WORKSHEET 7
Criss Cross Away!
54
Across
3. What was Bobbie's reaction during tea-time?
4. Bobbie's mother asked her to be ______and patient about her father's situation.
7. Where did the police find the incriminating letters that showed that Bobbie's father was selling Government secrets?
9. Mother said that Bobbie's father was ______
10. Who did Bobbie write a letter to?
12. Who packed the magazines for Bobbie?
14. How did the children's mother feel when they asked questions about their father?
15. The headline, „FIVE YEARS IN PRISON FOR SPY‟ refers to the children‟s ______.
16. Why did Bobbie stop to rest on her way home from the railway station? Because the magazines were too ______
17. A place for the confinement of persons convicted of crimes.
Down
1. Who did Bobbie pass her letter to?
2. How many years will the children‟s father have to serve in prison?
4. Who found out about the secret?
5. How did Bobbie find out about her father's whereabouts?
6. Who is Bobbie's sister?
8. What is the name of the children's house?
11. What is Perks' occupation?
13. The children's father was falsely accused of being a ______
55
THE RAILWAY CHILDREN (CHAPTER 8) WHILE - ACTIVITY 8
From A to Z
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To sequence events using sequence connectors.
MATERIALS ………………………………………………………………………………………………
1. Worksheet 8 2. Text (Chapter 8)
STEPS ………………………………………………………………………………………………
1. Ask students to read Chapter 8. 2. Distribute Worksheet 8 to each student. 3. Ask students to write the events in the frames titled „First‟, „Next‟, „Then‟, „Finally‟ 4. Get students to paste or draw pictures in the space provided to illustrate the events.
For Step 4, students may draw a picture to illustrate the events.
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THE RAILWAY CHILDREN (CHAPTER 8) WHILE ACTIVITY - WORKSHEET 8
From A to Z
Write the events in Chapter 8 using the frames below.
First Next
Paste or draw picture Paste or draw picture
The children watch the schoolboys One of the „hounds‟ ______
______
______
______
______
Then Finally
Paste or draw picture Paste or draw picture
The children enter the dark tunnel The children rescue ______
______
______
______
______
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THE RAILWAY CHILDREN (CHAPTER 9) WHILE - ACTIVITY 9
Search and Match
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To read and understand the text provided.
2. To match words with questions based on the information in the text
MATERIALS ………………………………………………………………………………………………
1. Sample Word Cards 3. Text (Chapter 9)
2. Worksheet 9
STEPS ………………………………………………………………………………………………
1. Display the word cards (Handout 9) all around the classrooms prior to the lesson. 2. Divide the class into small groups of 3 or 4. 3. Provide Worksheet 9 to each group. 4. Tell students to search for words that match the questions in the Worksheet 9 and complete Worksheet 9.
Teacher can use many word distracters to make the activity for Chapter 9 more challenging.
Students can do Post Activity 17 as an enrichment exercise.
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THE RAILWAY CHILDREN (CHAPTER 9) WHILE ACTIVITY - WORKSHEET 9
Search and Match
Fill in the box with the correct answers.
1. What do the passengers use to wave at the children from the windows of the train?
2. What message do the children send as they wave at the passengers in the train?
3. “I wonder if the railway misses us.” Who says that?
4. What is the Father being accused of?
5. Besides Bobbie and Mother, who else believes that Father is innocent?
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Sample word cards Handout 9
Spying
Hands
Phyllis
Porter
Newspapers
Handkerchief
Old Gentleman
‘Take our love to Father’
Flag
‘LOOK OUT AT THE STATION’
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THE RAILWAY CHILDREN CHARACTER - ACTIVITY 10
Declare it’s me!
Time : 40 minutes
AIM ……………………………………………………………………………………………… 1. To analyse characters in the story
MATERIALS ………………………………………………………………………………………………
1. Worksheet 10 2. Text
STEPS ………………………………………………………………………………………………
1. Explain that the personality traits of a character are often revealed through dialogues. 2. Discuss the personality traits of some characters in the story. 3. Distribute a copy of Worksheet 10 to each student. 4. Get students to look for dialogues in the story that reveal the personality traits of a character. 5. Complete the tasks in Worksheet 10. 6. Get students to present their work.
This activity can be done individually, in pairs or in groups.
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THE RAILWAY CHILDREN CHARACTER - WORKSHEET 10
Declare it’s me!
1. Name the character that you like. 2. Choose a dialogue from any chapter, and write the whole dialogue of about 3 to 5 lines in the quote balloon in the graphic organiser below. 3. Describe what the character‟s words tell about him or her.
Character
What does the character say?
What does this dialogue reveal about the character?
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THE RAILWAY CHILDREN SETTING - ACTIVITY 11
Some Places Speak
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To identify and describe the settings in the novel
MATERIALS
………………………………………………………………………………………………
1. Worksheet 11 2. Text
STEPS ………………………………………………………………………………………………
1. Ask students to state some of the places mentioned in the novel. 2. Get students to write descriptions of each place written on the board. 3. Introduce the literary term „setting‟ to the class. 4. Give out the worksheet and let students use the text to fill in the blanks given. 5. Get students to complete Worksheet 11 with reference to the text.
Notes for teacher: Settings in The Railway Children A house in London (pgs 1, 2) Little white house in the country (that stands in a field near the top of a hill) (pgs 4,6) The railway station (p 10) The railway lines (p 10) The tunnel (p 10)
The village (pgs 34, 35)
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THE RAILWAY CHILDREN SETTING - WORKSHEET 11
Some Places Speak
Write what the story says about these places using the words given in the box below.
clothes fire louder lucky Mother house train warm line angry wonderful candle steam white kitchen railway London dark telegraph game
A HOUSE IN LONDON
Bobbie, Peter and Phyllis lived with their Father and (1)______in an upper middle class suburban home in (2) ______. They were (3) ______children who had everything that they needed. Pretty (4)______, a (5)______house, and lots of toys. They had a (6)______father who was never (7)______, and always ready to play a (8)______
A LITTLE WHITE HOUSE IN THE COUNTRY
The children and Mother have to move to a little white (9)______in the country near a railway (10) ______. There was a large (11)______with a stone floor, but there was no (12)______, and the room was cold. There was a (13)______on the table, and the cart man lit it.
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THE RAILWAY STATION
There were a great many (14)______lines at the station. On one side of the big station yard was a large heap of coal, which the (15) ______trains used for their engines. There was a (16)______line on the wall behind, near the top of the heap.
THE TUNNEL
At the bottom of the hill there was a wooden fence. And there was the railway, with its shining lines, (17)______wires and post, and signals. They all climbed on to the top of the fence. Suddenly, the children heard a noise, which grew (18)______every second. They looked along the line towards the (19)______opening of the tunnel. The next moment, the railway lines began to shake and a (20)______came screaming out of the tunnel.
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THE RAILWAY CHILDREN OVERALL-ACTIVITY 12
Bookworms
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To identify and sequence the main events in the novel
MATERIALS
………………………………………………………………………………………………
1. Worksheet 12 2. Text
STEPS
………………………………………………………………………………………………
1. Make copies of the Bookworm templates. 2. Divide the class into nine groups.
3. Give each group copies of the template. 4. Assign a chapter to each group to work on. 5. Tell students to discuss and identify main events of the chapter allocated. 6. Let students write the main event/ action on the lines of the body segments of the Bookworm. 7. Cut out the segments and paste them in sequential order to create a bookworm for each chapter.
Students can create a long bookworm by combining all the main events of each chapter.
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THE RAILWAY CHILDREN OVERALL-WORKSHEET 12
Bookworms
Write the main events of each chapter in the body segments of this Bookworm. Then, cut and paste them behind the head to form a Bookworm.
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THE RAILWAY CHILDREN POST - ACTIVITY 13
Predictions
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To give personal response to the text
2. To predict what will happen in the preceding chapters
3. To write out the sequence of events
MATERIALS
………………………………………………………………………………………………
1. Worksheet 13 2. Text (Chapter 1)
STEPS ………………………………………………………………………………………………
1. Read Chapter 1 in class. 2. Form groups of 4. 3. Distribute Worksheet 13 to students. 4. Let students discuss who the main characters are, what they are like, and state a main problem faced by them. 5. Let students predict what will happen to the rest of the story. 6. Tell students to fill in Worksheet 13.
This activity can be done as a post-activity after reading Chapter 1 or the end
of the novel. If the students have read the whole novel, let students come up with THE RAILWAY CHILDREN WORKSHEET a new plot (the way they want it to be).
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THE RAILWAY CHILDREN POST - WORKSHEET 13
Predictions
In your group, discuss who the main characters are, what they are like, and state a main problem. Predict what will happen in the rest of the story. Answer the questions that follow.
Your name : ______
Author / Reteller : ______
Title : ______
Read the first chapter, then stop! 1. Who are the main characters?
2. What can you say about them? Describe them briefly.
3. What problem are the children facing now?
4. What do you think will happen after this?
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THE RAILWAY CHILDREN POST -ACTIVITY 14
Lights,camera, action
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To identify important events in the novel 2. To role-play the events
MATERIALS ………………………………………………………………………………………………
1. Worksheet 14 2. Text
STEPS ………………………………………………………………………………………………
1. Discuss what students normally tell their parents when they talk about things that they do every day. 2. Put the students into groups of four. 3. Distribute Worksheet 14. 4. Ask students to role-play the conversations between the children and their father after he comes home. 5. Get the students to take turns to play the roles of the children and the father.
Teachers can guide students by getting them to ask WH-questions. THE RAILWAY CHILDREN WORKSHEET
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THE RAILWAY CHILDREN WORKSHEET 14
Lights ,camera , action
In groups of four, role-play the following conversations between the children and their father after he comes home. Take turns to be one of the children and the father. The children tell their father about the following
I. The landslide II. The boy in the tunnel
Use the following questions to guide you. You may add your own questions.
1. How did the landslide occur?
2. Where were you during the landslide?
3. What happened after the landslide?
4. What did you do to stop the train?
5. What happened after that?
Now try to come up with your own questions for the second situation.
1. ______
2. ______
3. ______
4. ______
5. ______
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THE RAILWAY CHILDREN CHARACTER-POST ACTIVITY 15
Character Factsheet
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To identify and describe characters in the story
MATERIALS ………………………………………………………………………………………………
1. Worksheet 15 2. Text
STEPS ………………………………………………………………………………………………
1. Give Worksheet 15 to each student. 2. Discuss in pairs and tick character traits that are relevant. 3. Choose their favourite character and give reasons for their choice.
Include students‟ suggestions for other character traits.
THE RAILWAY CHILDREN WORKSHEET
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THE RAILWAY CHILDREN WORKSHEET 15
Character Factsheet
The following is a list of traits for the major and minor characters. Tick (√) the appropriate trait(s) for each character.
Traits Bobbie Peter Phyllis Mother Father Perks Mrs. Ransome Old Gentleman determined empathetic courageous innocent afraid homely loving optimistic patient friendly proud hardworking sensitive hopeful responsible appreciative
Who is your favourite character? Why?
______
______
______
______
______
______
______
______
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THE RAILWAY CHILDREN POST-ACTIVITY 16
Bobbie’s Wall
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1. To give personal responses to the text by writing to the characters
2. To use social networking sites as a platform for writing practice
MATERIALS
………………………………………………………………………………………………
1. Worksheets 16(a) and 16(b)
STEPS ………………………………………………………………………………………………
1. Divide students into groups and distribute Worksheets 16(a) and 16(b). 2. Get group members to take up the role of being Mr. G.P, Bobbie, Peter or Phyllis. 3. Write out their responses to Bobbie‟s plea for help in the empty boxes provided. 4. Let group members present their responses. 5. Get other groups to peer check grammatical errors.
Encourage students to write using standard English to reply to the characters. Usage of text messaging language (e.g. „u‟, „lol‟, „pls‟) is prohibited. Teachers have the option of pasting the students‟ responses in the classroom or create a „Bobbie‟s Wall‟ in Facebook and get students to post their comments in their own time or in the ICT room. The responses may be witty or serious, depending on the students‟ creativity.
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THE RAILWAY CHILDREN WORKSHEET 16(a)
Bobbie’s Wall
Bobbie desperately needs the help of Mr.G.P (also known as the Old Gentleman) and has posted her plea on Facebook. Imagine you are Mr. G.P, Peter or Phyllis. Write out your replies to Bobbie‟s message in the empty boxes provided.
Bobbie
Peter Brother
Phyllis Sister
Mother Mother
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THE RAILWAY CHILDREN WORKSHEET 16(b)
Bobbie’s Wall
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THE RAILWAY CHILDREN POST-ACTIVITY 17
Hare and the Hounds
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To identify details in the text
2. To express opinion
MATERIALS
………………………………………………………………………………………………
1. Worksheet 17 2. Text
STEPS ………………………………………………………………………………………………
1. Get students to read chapters 8 and 9 of the novel. 2. Ask students to answer the WH-questions in Worksheet 17. 3. Discuss the answers with reference to textual evidence.
Low Proficiency students can answer the questions by referring to the text.
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THE RAILWAY CHILDREN POST ACTIVITY – WORKSHEET 17
Hare and Hounds
Answer the questions below.
1. What injury did the boy have?
______
2. Why did Peter want Jim to stay?
______
3. Why was Phyllis afraid to enter the tunnel?
______
4. In the schoolboys‟ game, what was the job of the „hare‟?
______
5. How did Peter know that one boy was still in the tunnel?
______
6. In what ways did the old gentleman, Jim‟s grandfather, help?
______
7. How were the children able to see once they went into the dark tunnel?
______
8. Do you think Bobbie and the old gentleman were right to keep the secret from her mother? Explain your answer.
______
______
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THE RAILWAY CHILDREN EXTENSION - ACTIVITY 18
The Railway Times
Time : 40 minutes
AIMS
………………………………………………………………………………………………
1. To compose short prose.
2. To give personal response to the text.
MATERIALS
………………………………………………………………………………………………
1. The front page of different newspapers 2. Newspapers or magazines
STEPS ………………………………………………………………………………………………
1. Get students in groups of four. 2. Give each group of students a set of newspaper front page. 3. Let them read the headlines and the fine prints. 4. Give each group Handout 18. 5. Let students discuss how they are going to design their own newspaper front page with the headline, „FIVE YEARS IN PRISON FOR SPY!‟ 6. Allow students to complete their work using the computer or in collage form.
Teacher may conduct this activity as a competition within the class or among classes. Display their work on the notice board.
Teacher should expose students to the features of writing a front page for a newspaper.
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THE RAILWAY CHILDREN HANDOUT 18
The Railway Times
Look at the front page of the following newspapers. What is the headline of each newspaper? Give comments on the pages.
Based on the old newspaper that Bobbie read (p. 40), create a front page of a newspaper with the headline,„FIVE YEARS IN PRISON FOR SPY!‟ Include the following:
Give a name to your paper. Display your work on the notice board for others to read.
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THE RAILWAY CHILDREN EXTENSION - ACTIVITY 19
Poetry in Motion
Time : 80 minutes
AIMS
………………………………………………………………………………………………
1 To give a personal response to the text. 2. To enable students to write simple poetry using key words found in the text.
MATERIALS
………………………………………………………………………………………………
1. Handout 19
STEPS ………………………………………………………………………………………………
1. Introduce students to different types of poems for e.g. haiku, cinquain and acrostic poems (Look at the examples in Handout 19) 2. Let students choose a character or an event from The Railway Children. 3. Students write the name of a character or a description of an event from the novel on the A4 sized paper. 4. Let students create a haiku, cinquain or acrostic poem based on the character(s) or event chosen. 5. Display students‟ work on the notice board.
HAIKU is a Japanese poem of seventeen syllables, in three lines of five, seven, and five.
CINQUAIN /sIŋeIn/ is a five-line poems
Line 1: pattern of syllables 2 Swimming Line 2: pattern of syllables 4 An awesome dive Line 3: pattern of syllables 6 A fast turn off the wall Line 4: pattern of syllables 8 A struggle to the finish line Line 5: pattern of syllables 2 A win
ACROSTIC POEM The simplest form is to put the letters that spell your subject down the side of your page. When you have done this then you go back to each letter and think of a word, phrase or sentence that starts with that letter and describes your subject
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THE RAILWAY CHILDREN EXTENSION ACTIVITY -HANDOUT 19
Poetry in Motion
Look at some examples of haiku, cinquain and acrostic poem below. Then, create your own haiku, cinquain or acrostic poem based on the plot of The Railway Children. Add appropriate graphics to make your poem interesting.
HAIKU
A magic railway ( Pattern of syllables 5 )
Trees moving slowly downwards ( Pattern of syllables 7 )
Everything crashes ( Pattern of syllables 5 )
Created based on Chapter 5 – Saving the Train of pages 27 and 28
CINQUAIN
Birthday Pattern of syllables 2
Presents for Perks Pattern of syllables 4
A pram and walking stick Pattern of syllables 6
A pipe and a tin of tea too Pattern of syllables 8
Surprise Pattern of syllables 2
Created based on Chapter 6 – A birthday for Perks
ACROSTIC POEM
B Brave O Oldest B Bold B Bubbly I Innovative E Empathetic
Created based on the character of Roberta in this novel.
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THE RAILWAY CHILDREN ASSESSMENT
Assessment
Note: This assessment section serves as a guide for Low English Proficiency (LEP) students. For other students, the teacher may give the QUESTIONS only and allow them to write the answer as creatively as possible.
A. SETTING
QUESTION :
You are advised to spend about 20 minutes on this question. The following are the novels studied in the literature component in English Language
1. The Railway Children – Edith Nesbitt
2. Around the World in Eighty Days – Jules Verne
3. How I met myself – David A Hill
Based on the novel you have read, choose a place mentioned in the story. Write about what you find to be interesting there. Give evidence from the novel to support your answer. Your response should be not less than 50 words.
You may use the step by step outline to guide your students to answer the question above.
STEP 1 Fill in the blanks with the most appropriate answers
State the novel of your choice.
For example: 1 The novel that I have chosen is ______written by ______. State the place you find is the most interesting.
For example:
The place that I like most in the story is the ______. 2 (railway station, suburban home in London, little white house)
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Complete the outline with at least 3 reasons or points
as to what you find interesting in the place (for e.g. STEP 2 the railway station). Elaborate on each reason or point and support it with evidence from the text.
What do you see? Elaboration Textual evidence 1 The trains use coal/ steam engine On one side of the big station yard was a (1)______which Shining lines, telegraph wires and the steam trains used for their signals engines. (p 10)
The railway line running toward the They looked (2)______the opening of the dark tunnel dark opening of the tunnel. (p 10)
What do you hear? Elaboration Textual evidence 2 The sound of the train coming out Suddenly they heard a from the tunnel (3)______which grew louder every second. (p. 10)
What do you feel? Elaboration Textual evidence 3 The railway lines shaking when the The next moment, the railway lines trains come out of the tunnel began to shake. (p.10)
The train is like a great wild animal ‘Oh!’ said Bobbie, when it had gone. ‘It was like a A magic train (4)______going by!’ (p. 10)
Perhaps it’s a magic train and it can take our love to Father. (p 15)
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STEP 3 Conclusion
Answer the following questions to help you to write a conclusion.
1 1. What do you like most about this place?
2. Would you like to be there?
Using all the exercises from STEPS 1-3, write a STEP 4 complete answer to the question below by filling the blanks provided.
Based on one of the novels above, choose a place mentioned in the story. Write about what that you find to be interesting there. Give evidence from the novel to support your answer. Your response should be not less than 50 words.
The novel that I have chosen is „The Railway Children‟ by Edith
Nesbit.The place that I like most in the story is the (1) ______. There are many interesting things at the railway station. Besides the (2) ______railway lines, telegraph wires and signals, reading about trains that use (3) ______for their engines is really interesting.
It is also fascinating to see the railway line leading towards the „dark opening of the (4)______‟. This is because when the railway lines begin
„to shake‟, a train will come „(5)______out of the tunnel‟. According to Bobbie, when the train is gone, it is „like a great wild animal going by!‟
Just like Bobbie, Peter and Phyllis, I like this place as it is their place of „hope‟. This is the place where the 9.15 train will go to London. They believe that this train is a (6)______train and it can send their love to their
(7)______. The railway station and the lines leading to it make this the most interesting place for the children. I wish I can be there with them to experience all the adventures around the railway station.
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B. MORAL VALUE / LESSON
QUESTION :
You are advised to spend about 20 minutes on this question. The following are the novels studied in the literature component in English Language
1. The Railway Children – Edith Nesbitt
2. Around the World in Eighty Days – Jules Verne
3. How I met myself – David A Hill
Based on the novel that you have read above, write on a lesson you have learnt. Give evidence from the text to support your answer. Your response should be not less than 50 words.
You may use the step by step outline to guide your students to answer the question above.
STEP 1 Fill in the blanks with the most appropriate answers
State the novel of your choice.
For example: 1 The novel that I have chosen is ______written by ______. State a lesson that you have learnt.
For example:
The lesson that I have learnt is that we must ______. 2 This can be seen through the deeds of the children in the novel.
Complete the outline with at least 3 reasons/ points to
the lesson learnt (e.g the children have to tell the STEP 2 truth). Elaborate on each reason/point and support it with evidence from the text.
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Learning to tell the truth Peter admitted to stealing the coal 1 Elaboration Textual evidence
The children steal coal from the “No you didn’t,” said Peter, angrily.
station yard because they are too “______.” (p 14)
poor to light a fire in June. They are
caught by the Station Master.
Phillip reveals that it is his idea to
steal the coal.
The sisters admitted to conspiring with Peter Elaboration Textual evidence 2 Bobbie and Phyllis also admit that “We ______,” Bobbie they too are involved in the told the ______(p 14) conspiracy. They know where the coal come from but pretend not to know.
Revealing to Mother about seeking help from the Old Gentleman Elaboration Textual evidence 3 They finally admit to their Mother Then it was time for the children to that they have asked the help of tell______. It the Old Gentleman to get several was not easy, but they had to do it. things that the Doctor orders for their Mother. They tell their “We’re sorry,” said Phyllis and Mother the truth although it is Peter, crying too. (p 21) hard. Their Mother is very angry.
STEP 3 Conclusion
Answer the following question to help you write a conclusion.
1 1. What lesson have you learnt from this novel? 2. Why is it important to be truthful?
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Using all the exercises from STEPS 1-3, write a STEP 4 complete answer to the question below by completing the blanks provided.
Based on the novel that you have read above, write on a lesson you have learnt. Give evidence from the text to support your answer. Your response should be not less than 50 words.
The novel that I have chosen is (1)______by
(2)______. The (3) ______that I have learnt is that we should always have the courage to speak the (4)______. This can clearly be seen through the deeds of the children. Despite getting into many unsavoury situations the children have always been ready to admit their mistakes. This is evident when the children are caught (5)______coal. Since they are too poor to have a (6)______in
June, the children have to steal some coal from the (7)______. Unfortunately, they are caught by the (8)______. When questioned, Philip reveals that it is his (9)______to steal the coal.
Not wanting Peter to be blamed for stealing, the two sisters, (10)______and (11)______step forward to admit that they too have conspired with him. The sisters tell the Station Master that they do know where the coal comes from but they (12)______not to know. This incident eventually allows them to get to know the friendly railway workers.
Another incident where the children have taken up the courage to reveal the truth is when they finally admit to their Mother that they have sought the help of the Old Gentleman. When their Mother is taken ill, the Doctor has ordered them to acquire several (13)______for her. Since they are unable to get those things, they have asked the help of the Old Gentleman. Some weeks later, they know that it is time to tell their (14)______the truth although it is hard. When their Mother comes to know about it, she is very
(15)______but later appreciates the Old Gentleman‟s kind gesture. In conclusion, the lesson that I have learnt is to always tell the truth. This is important because telling the truth will make people trust you.
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C. PLOT / EVENT
QUESTION :
You are advised to spend about 20 minutes on this question. The following are the novels studied in the literature component in English Language
1. The Railway Children – Edith Nesbitt
2. Around the World in Eighty Days – Jules Verne
3. How I met myself – David A Hill
Based on the novel that you have read, describe an event that touches your heart most. Give evidence from the text to support your answer. Your response should be not less than 50 words.
You may use the step by step outline to guide your students to answer the question above.
STEP 1 Fill in the blanks with the most appropriate answers
State the novel of your choice.
For example: 1 The novel that I have chosen is ______written by ______. State an event that touches your heart most.
For example:
2 The event that touches my heart most is ______
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Based on the four points given, find the textual STEP 2 evidence. Write them in the columns provided.
The children going around the village to collect gifts for Perks‟
birthday
1 The children intend to celebrate Perks‟ birthday
Elaboration Textual evidence
Bobbie asks if they can have the Find evidence on p. 34
cakes on Thursday instead as it is
Perks’ birthday. Their mother
agrees and the children set off to
plan a surprise birthday tea for
him.
Appreciate Perks‟ kindness towards others Elaboration Textual evidence 2 Peter comes up with an idea to ask Find evidence on p. 34 the villagers for little gifts, confident that they will give something to a person as nice as Perks.
Ask for gifts from the villagers as birthday presents to Perks Elaboration Textual evidence 3 The children want to shower Perks Find evidence on p. 34 with a much grander gesture than just having a birthday tea as their mother suggests.
The children show kindness to Old Mrs. Ransome Elaboration Textual evidence 4 The three children collect some Find evidence on p. 35 roses for Mrs. Ransome since it is her birthday.
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STEP 3 Conclusion
Complete the following passage to help you to write a conclusion.
1 The event above is so memorable because Perks who does not keep track of his (1)______and only cares for his (2)______, is touched by the children‟s gesture. All these are done out of (3)______for Perks. This event is indeed very touching.
Using all the exercises from STEPS 1-3, write a STEP 4 complete answer to the question:
Based on the novel that you have read, describe an event that touches your heart most. Give evidence from the text to support your answer. Your response should be not less than 50 words.
The novel that I have chosen is (1)______by
(2)______. An event that touches my heart most in this novel is when the children go around the village to collect (3)______for Perks to surprise him on his birthday. Old Mrs. Ransome initially refuses to give anything because she claims that nobody remembers her (4)______. Bobbie and Phyllis give Mrs.Ransome some roses as her birthday present. This gesture of love from the children touches her heart. In return she fills the gift box with (5)______as her gift for Perks. She also gives away a
(6)______which is meant for her late grandchild.
The children bring the presents that they have collected to Perks‟ house. They want to give Perks a surprise by jumping out and saying, (7)
„______.‟ Perk is initially furious, but is touched when the children convince him the gifts are a mark of respect from the
(8)______. The people appreciate his kindness, diligence and politeness. All these are done out of love for Perks who does not keep track of his birthday and only cares for his family. This event is indeed very touching.
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D. THEME
QUESTION:
You are advised to spend about 20 minutes on this question. The following are the novels studied in the literature component in English Language
1. The Railway Children – Edith Nesbitt
2. Around the World in Eighty Days – Jules Verne
3. How I met myself – David A Hill
Based on the novel that you have read, write on any ONE theme that is interesting. Give evidence from the novel to support your answer. Your response should be not less than 50 words.
You may use the step by step outline to guide your students to answer the question above.
STEP 1 Fill in the blanks with the most appropriate answers
State the novel of your choice.
For example: 1 The novel that I have chosen is ______written by ______. State an interesting theme in the novel.
For example: 2 The theme that I like most in the story is ______.
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Complete the outline with at least 3 reasons / points
as to why you find this theme interesting. Elaborate STEP 2 on each reason/point and support it with evidence from the text.
Acts of kindness The children went around collecting gifts from the villagers for Perks 1 Elaboration Textual evidence
The children decide to forego their Then Peter had an idea. ‘Perks is
rare luxury of having cakes for tea (1)______,’ he said.
in order to throw Perks a proper
birthday tea. They are big-hearted ‘There must be (2)______
enough to go around the village in the village who will want to help
collecting gifts from the villagers. us give him a (3) ______.
They decide to do so because they Let’s ask everybody.’ (p34)
feel that Perks deserves it since he
is “nice to everybody”.
The Old Gentleman was kind enough to help the children in securing a release for their father. 2 Elaboration Textual evidence
Despite being near strangers, the ‘Here are the (4)______. Old Gentleman is kind enough to Your mother will want to know help the children. Apart from that, where they came from. Tell her he also responds to the children’s they were (5)______plea for help when their mother is who heard(6)______’ sick by sending a box full of (p. 20) goodies. He is very benevolent as he gives them more than what they Inside were all the things have actually asked for. (7)______for, and some they had not - ... (pgs 19-20)
Kindness is visible through the children’s actions in rescuing an injured boy in the tunnel 3 Elaboration Textual evidence
They helps the boy, Jim, unselfishly ‘You must go and (8)______‘ without expecting any returns and said Bobbie quickly. ‘I’ll stay with bring him to their home. There, him.’ (p.48) they help to nurse Jim back to health although they themselves are facing plenty of hardship.
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STEP 3 Conclusion
Answer the following questions to help you to write a conclusion.
1 1. What is your opinion on the theme of kindness shown in the novel?
2. How can you relate it to your own life?
Using all the exercises from STEPS 1-3, write a STEP 4 complete answer to the question.
Based on the novel that you have read, write on any ONE theme that is interesting. Give evidence from the novel to support your answer. Your response should be not less than 50 words.
The novel that I have chosen is „(1)______by (2)______. One of the themes that I find to be interesting is (3) ______.
The theme of (4) ______is sprinkled generously throughout the story and can be seen clearly from the various instances involving the children and the people around them. One such instance is when the (5)______go around collecting (6)______from the villagers for (7) ______, the porter. They even decide to forego their rare luxury of having (8)______for tea in order to throw Perks a proper (9)______tea. They are big-hearted enough to go around the village collecting gifts from the (10)______. They decide to do so because they feel that Perks deserves it since he is “(11)______to everybody”.
On (12)______of that, acts of kindness can also be found in various other characters. One character who displays such kindness is the
(13)______. He is kind enough to help the children in securing a release for their (14)______despite being near strangers. Apart from
(15)______, he also responds to the children‟s plea for help when their
(16)______is sick by sending a box full of goodies. He is very benevolent as he gives them more than what they have actually asked for.
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Furthermore, kindness is also visible through the children‟s actions in rescuing an injured (17)______in the tunnel. They help the boy,
(18)______, unselfishly without expecting any returns and bring him to their home. There, they help to nurse Jim back to (19)______although they themselves are facing plenty of hardship.
I am touched by these acts of kindness because they show the beauty of
(20) ______. These acts inspire me to be the same as well.
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E. CHARACTER
QUESTION :
You are advised to spend about 20 minutes on this question. The following are the novels studied in the literature component in English Language
1. The Railway Children – Edith Nesbitt
2. Around the World in Eighty Days – Jules Verne
3. How I met myself – David A Hill
Based on the novel that you have read, write about your favourite character. Give evidence from the novel to support your answer. Your response should be not less than 50 words.
You may use the step by step outline to guide your students to answer the question above.
STEP 1 Fill in the blanks with the most appropriate answers
State the novel of your choice.
For example: 1 The novel that I have chosen is ______written by ______.
State the character that you like most.
For example:
2 The character that I like most in the story is ______.
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Complete the outline with at least 3 reasons or points
as to why you like this character. Elaborate on each STEP 2 reason or point and support it with evidence from the text.
Personality traits of Peter Courageous and quick thinking 1 Elaboration Textual evidence
Peter shows great courage in ‘Perhaps he’s had an (1)______,’
helping a boy called Jim in the train said Peter ‘Let’s go and look’.
tunnel. (p.46)
Another instance is when the train ‘We need something (2)______.
almost has a horrible accident. It is Then we could go down on the line
his idea to warn the oncoming and wave it,’ said Peter. ‘Everyone
11.29 train because they know that knows that red means (3)
they will not have time to warn the ______, and the train would
Station Master. (4)______.’ (p 29)
Adventurous
2 Elaboration Textual evidence Just like any other 10-year-old boy, On their last night in the house, he likes anything that is different Peter had to sleep on the from their usual routine. (5)______, which he enjoyed very much. ‘I like moving,’ he said. (p 5) When they first arrive at their new
house, it is Peter who asks them to ‘Where shall we go? ‘ said Bobbie,
visit the railway station because he although she already knew the
is very excited to see it. answer. ‘To the
(6) ______, of course!’ cried
Peter. (p 9)
‘It was very (7)______!’ said Peter. (p 10)
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Innocent Elaboration Textual evidence 3 Peter takes coal from the middle of ‘I didn’t think it was (8)______,’ the heap at the station that goes said Peter. ‘There’s so much unnoticed. He brings them home (9) ______here. I took some to share with his family. He is from the (10)______of the unaware of the fact that he is heap, and I – I thought nobody actually stealing coal until the would mind. And Mother says Station Master catches him red we’re too poor to have a fire...’ (p handed. 14)
Peter denies stealing the coal when ‘I’m not a thief,’ said Peter, but he caught by the station master. He did not sound very sure about it. isn’t sure that it is stealing. (pgs 13, 14)
STEP 3 Conclusion
Answer the following questions to help you write a conclusion.
1 1. What personality traits do you like most about this character?
2. Do you share any similar characteristic(s) with the character you have chosen?
Using all the exercises from STEPS 1-3, write a STEP 4 complete answer to the question.
Based on the novel that you have read, write about your favourite character. Give evidence from the novel to support your answer. Your response should be not less than 50 words.
The novel that I have chosen is (1)______by
(2)______. The character that I like most is (3) ______.
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I like this character because he is (4)______, (5)______, (6) ______and (7) ______.
Peter shows great (8)______when he suggests to Bobbie and
Phyllis to enter the dark (9)______to search for the boy in a (10) ______shirt. He also suggests that if a (11)______comes they should stand flat against the wall.
In another instance when the train almost meets with a horrible (12) ______, it is Peter‟s idea to (13)______the train by waving something (14)______. He knows that red means (15)______and that the train will (16)______. This shows that Peter is a quick – thinking boy.
Peter is also very (17)______like any other (18)______year-old boy. He likes anything that is (19)______than their usual routine. This can be seen on their last night in the house where Peter has to sleep on the (20)______, which he enjoys very much. When they first arrive at their new house, it is Peter who asks them to visit the railway station because he is very (21)______to see it.
Furthermore, Peter is also (22)______in his action. One night,
Peter takes a pile of coal from the station yard to start a fire in the house. He thinks that taking some (23) ______from the middle of the heap is harmless. He is (24)______of the fact that he is actually (25)______coal until the Station Master caught him red-handed.
The Station Master (26) ______them what they have done is stealing because the coal belongs to the railway station. Only then does Peter realise that what he has done is (27)______.
(28)______is my favourite character because I wish I could be as (29)______and (30)______as him so that I can help others in distress.
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THE RAILWAY CHILDREN ANSWER KEY
Suggested answers
PRE – ACTIVITY 1: JUDGING THE BOOKCOVER
The story is about three children and how a train affects their lives. This story is probably set in the United Kingdom. The three children are probably poor and their source of entertainment is the train. Some terrible events may have happened which force the children to stop the train using red cloth. The train may be a ghost train that does not exist and the poor children do not realise this. (Accept any reasonable answers)
PRE – ACTIVITY 2: GUESS WHAT?
1. The Railway Children 2. Railway Station/ train/ derailment/ Life of a station master/ engine driver 3. Accept any suitable answers
PRE – ACTIVITY 3: I WONDER
Why are the children there?
1. They are there because they are lost in the jungle. 2. They are trying to stop a train. 3. They wanted to go somewhere but do not have enough money to pay for the train fare. (Accept any reasonable answers)
What do you think will happen?
1. The train driver will stop the train and take the children to their destination. 2. The train may run over the children as it is difficult to stop a moving train. 3. The train may derail in an attempt to avoid the children. (Accept any reasonable answer)
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PRE – ACTIVITY 4: BRAIN TRAIN
The trains pass through that tunnel daily. I want to be a spy like Jason Bourne. There are many passengers on the LRT every day. I ate fried noodles for supper yesterday. There was a nasty accident on the highway last week. ( Accept any logical responses )
WHILE-ACTIVITY CHAPTER 1: GETTING TO KNOW
Task 1
awful Extremely unpleasant
mend To make usable by repairing something
Task 2
1. Write down two sentences about the children‟s house before Father went away.
i. They lived with their father and mother in London.
ii. They had pretty clothes, a warm house and lots of toys.
2. Write down two sentences about their new home, the little white house.
i. There are no lights in any of the windows.
ii. There is a large kitchen with a stone floor, but there is no fire and the room is cold.
Task 3 Match the word in the columns to make five compound nouns used in the first chapter.
rail day door men birth thing some way up step gentle stairs
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WHILE-ACTIVITY CHAPTER 2: PETER AND THE COAL
1. Why are the children very excited in the morning?
The children are excited because they are happy in their new home. They want to explore their surroundings.
Textual evidence:
„Wake up,‟ she said. „ We‟re in the new house don‟t you remember?‟…but first they went to look outside. (p 8)
2. What do they have for breakfast? Do they enjoy their breakfast?
a) cold meat and apple pie. b) Yes, they do.
Textual evidence:
a) „Cold meat and apple pie for breakfast,‟ laughed Peter. (p 8) b) But their supper made a wonderful breakfast.(p 8)
3. What did they do after breakfast?
They help their mother to unpack and arrange things in their house. Later they go to the railway
Textual evidence:
- All day they helped Mother to unpack and arrange everything in the rooms. (p.9) - Where shall we go?‟ said Bobbie, although she already knew the answer. „To the railway, of course!‟ cried Peter. (p 9)
4. Why does Bobbie think that the train is like a wild animal going by?
The noise from the tunnel becomes louder and the railway lines begin to shake and a train comes screaming out of the tunnel.
Textual evidence:
Suddenly, they heard a noise, which grew louder every second. They looked along the line towards the dark opening of the tunnel. The next moment, the railway lines began to shake and the train came screaming out of the tunnel „Oh!‟ said Bobbie, when it was gone. „It was like a wild animal going by!‟ (p. 10)
5. Why does the Station Master let them off for taking the coal? (Tick any you think are right)
Yes to all answers.
Textual evidence:
“I won‟t do anything this time. But remember, this coal belongs to the railway, and even from the middle of the heap, it‟s still stealing.” (p 14)
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WHILE-ACTIVITY CHAPTER 3: SHOUT OUT!
Who Said what?
Peter B, I
Bobbie E, H
Phyllis F,G
Mother D
Dr Forrest C
Perks A
WHILE-ACTIVITY CHAPTER 4 (a) : CHOO CHOO... CORNER
Who were there? Mother, Peter and Phyllis
What happened? - We were dressed I our best. - They light candles on my birthday cake and there were interesting little boxes on the table. - We were having a birthday party.
What did I receive? - A pretty handkerchief from Phyllis. - A silver brooch from mother. - Two blue glass vases from Mrs. Viney. - 3 birthday cards. - Sweets from Peter. - Half a toy steam engine from Peter.
How did I feel? - Happy but sad.
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WHILE-ACTIVITY CHAPTER 4 (b) : CHOO CHOO... CORNER
What is on your mind?
It was a wonderful day today. I celebrated my twelfth birthday.
We had a birthday party at home tonight.
I received wonderful presents from Mother, Phyllis and Peter.
Unfortunately, a wonderful day ended with Mother feeling sad. My mother was unhappy as she missed Father. I was unhappy too as Father was not there to
celebrate my twelfth birthday.
WHILE-ACTIVITY CHAPTER 5 : SAVIOURS OF THE TRAIN
1. One day, Bobbie, Peter and Phyllis are walking beside the railway line. 2. While they are there, they see some of the trees moving. 3. A few seconds later, everything at the hillside crashes down on the railway line. 4. The children wave flags made from the sisters‟ red petticoats. 5. After waiting for several minutes, the train finally approaches and luckily, the engine driver spots them. 6. The driver manages to stop the train just in time. 7. The three children have saved the day. 8. A ceremony is held at the station to commemorate the children‟s bravery.
WHILE-ACTIVITY CHAPTER 6: RAILWAY LINES
No Lines from the novel Charaters
1 “…And we‟ve brought some presents for him” Peter
2 “I want to thank you for the roses.” Mrs. Ransome
3 “What‟s that pram doing here?” Perks
4 “I‟ve sold another story, darlings,” Mother
5 “There must be lots of people in the village who will want to Peter help us give him a nice birthday. Let‟s ask everybody.”
6 “Oh, yes please!” Bobbie, Peter and Phyllis
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7 “I - I‟ll never be kind to anyone again!” Phyllis
8 “It‟s not charity! People were happy to give you birthday Bobbie presents.“
9 “Perks has never had a birthday like it!” Mrs.Perks
10 “I showed him my brooch – the one you gave me for my birthday – and I asked him about his birthday. He says he Bobbie doesn‟t keep birthdays any more, because he has other things to keep – his wife and children!”
WHILE-ACTIVITY CHAPTER 7: CRISS CROSS AWAY!
Across Down
3. QUIET 1. STATION MASTER 4. BRAVE 2. FIVE 7. DESK 4. BOBBIE 9. HONEST 5. NEWSPAPER 10. OLD GENTLEMAN 6. PHYLLIS 12. PERKS 8. WHITE HOUSE 14. UNHAPPY 11. PORTER 15. FATHER 13. SPY 16. HEAVY 17. PRISON
WHILE-ACTIVITY CHAPTER 8 : FROM A TO Z
1. FIRST : The children watch the school boys playing a „hare and hounds‟ paper-chase game. The boys pass through a dark tunnel.
2. NEXT: One of the „hounds‟ in a red shirt fails to appear from the railway tunnel
3. THEN: The children enter the dark tunnel to investigate. They find the „hound in a red shirt‟ lying on the ground with a broken leg.
4. FINALLY: The children rescue the boy and take him to their house to seek treatment.
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WHILE-ACTIVITY CHAPTER 9 :SEARCH AND MATCH
1. HANDKERCHIEFS 2. TAKE OUR LOVE TO FATHER 3. PHYLLIS 4. SPY 5. OLD GENTLEMAN
WHILE-ACTIVITY 10: DECLARE IT‟S ME
Character‟s name Peter What does the character say? „I didn‟t think it was stealing,‟ said Peter. „There‟s so much coal here. I took some from the middle of the heap, and I – I thought nobody would mind. And mother says we‟re too poor to have a fire, but there was always fires at our house, and ...‟ (p14) What does this dialogue reveal It shows that Peter is naïve because he thought that about the character? taking some coal from the heap is not considered stealing.
It also shows his innocence. He innocently says that they used to have fires at their house but now his mother says they are too poor to have fires.
WHILE ACTIVITY 11: SOME PLACES SPEAK
1 Mother 5 warm 9 house 13 candle 17 telegraph 2 London 6 wonderful 10 line 14 railway 18 louder 3 lucky 7 angry 11 kitchen 15 steam 19 dark 4 clothes 8 game 12 fire 16 white 20 train
WHILE ACTIVITY 12: BOOKWORMS
Chapter 1 Roberta ( Bobbie), Peter and Phyllis come from a fairly wealthy family. They live a happy and stable life with their parents in London. However, things change when their father was mysteriously taken away from their home. The family moves to a country house near a railway line.
Chapter 2 The adventurous children explore the country life. They discover a heap of coal at the station yard. Peter takes some coal home and stacks them at the back of the house. One night, he gets caught by the Station Master.
Chapter 3 The children sit on the fence waiting for the train to pass by. They wave at the passengers in the train. A distinguished Old Gentleman waves back at them. Mother falls sick. The children seek help from the Old Gentleman.
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Chapter 4 Bobbie takes Peter‟s toy steam engine to the fireman to get it repaired.
Chapter 5 The children witness a landslide along the railway line. They create red warning flags to save the train. They manage to bring the train to a halt. A ceremony is held at the station to commemorate the children‟s bravery.
Chapter 6 The children ask around the village for birthday presents for Perks. Perks is initially furious, but is touched when the children convince him the gifts are a mark of respect from the villagers.
Chapter 7 Perks gives Bobbie some old newspapers and magazines. She is horrified to notice a newspaper headline announcing her father‟s conviction and sentence. Knowing he is innocent, Bobbie resolves to rescue him. She writes a letter to the Old Gentleman.
Chapter 8 The children watch a „Hare and Hounds‟ game that goes through the dark tunnel. One of the hounds fails to appear from the dark tunnel. The children go in to investigate. They find the injured „hound‟ (Jim) and rescue him.
Chapter 9 The children wave at the train and the passengers wave back as if in celebration. Bobbie is greeted by an overjoyed Perks. A train from London halts and Bobbie sees a tall figure on the platform. She embraces the tall man who is her father.
POST ACTIVITY 13 : PREDICTIONS
1. Who are the main characters?
Roberta ( Bobbie), Peter, Phyllis, and Mother
2. What can you say about them? Describe them briefly.
The children Bobbie, Peter, Phyllis are young but well-mannered and obedient. Mother is a homemaker who is very close to the children.( or any acceptable answers )
3. What problem are the children facing now?
Their father has been taken away and they have to move to the country. They have to face poverty. They are going to be very poor.
4. What do you think will happen after this?
The children will not be able to live happily in the country.
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POST ACTIVITY 14 : LIGHTS, CAMERA, ACTION
I)
1. We heard a loud noise and saw the trees, grass, stones and finally a big rock came crushing down the railway line. 2. We were walking by the fence along the top of the hill beside the railway line. 3. We tried to stop the 11.29 train from crashing onto the landslide. 4. Bobbie used the girls‟ petticoats as warning flags. 5. Bobbie managed to stop the train in time.
II)
1. Why were you in the tunnel? We were searching for the red shirt boy.
2. What was the tunnel like? It was dark and scary.
3. What happened to the boy? He had broken his leg.
4. What did Bobbie do while waiting for help to arrive? She cut off the boot with a knife and used her petticoat and put it under the boy‟s leg.
5. How did you manage to save the boy? Peter and Phyllis went to a farm to get help from the men. They came and carried Jim on a flat wood and carried him to our house.
POST ACTIVITY 15 : CHARACTER FACTSHEET
Suggested answer Traits Bobbie Peter Phyllis Mother Father Perks Mrs. Ransome Old Gentleman determine √ empathetic √ √ √ courageous √ √ innocent √ √ afraid √ homely √ loving √ √ √ √ √ optimistic √ √ √ √ patient √ √ friendly √ proud √ √ hardworking √ √ sensitive √ √ √ hopeful √ √ responsible √ √ √ appreciative √ √ √ √ √ √ √
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My favourite character
My favourite character is Bobbie. I like her because she is determined to get things that the doctor has asked for when her mother is ill. Bobbie is also responsible. This is shown when she helps to fetch coal and wood to light a fire and prepare supper when they first arrive at the village.
POST ACTIVITY 16: BOBBIE‟S WALL
Definitely, my dear! I’ll send a nice little surprise for her as well as all three of you. All of you should be applauded for being such brave and loving children. Take care and send my best wishes to your mother.
I know it is a horrible thing to read! Please be brave and strong. Your mother needs all of you to be courageous during this difficult time. I will do my very best to help you. In fact, I have already been trying to find out things long before you asked for my help. I have hopes, my dear. Take heart!
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Oh thank you, thank you Mr. G.P Something! I promise to pay you back. I will honour my word no matter what happens. This is such joyful news, Bobbie and Phyllis! I am excited. We have not met Father in such a long time. I miss him terribly. Perhaps, we should share the news with Mother.
Oh yes, Peter! I agree. Mother would be overjoyed to hear this news. Do you know what I think? Remember those times when we sent our love to Father by waving at the 9.15 train? I think it must have reached him and now we have Mr. G.P who has agreed to help us. I am thrilled!
Oh no! No, we must not tell Mother! This is our little secret. Hold on to it a little longer and when the time is right, we will tell her together. Mr. G.P said that we must keep it a secret. He will help us but we must also help him by listening to him. Let’s continue waving at the 9.15 train and sending our love to Father.
Accept any reasonable answers to the comment sections of the above Facebook Wall.
POST- ACTIVITY 17: HARE AND HOUNDS
1. A broken leg 2. Being the only boy in the family, he wanted a friend to play with. 3. Phyllis was afraid of the oncoming train and it was dark inside the tunnel. 4. In the game the „hare‟ had to run ahead of other people and drop pieces of paper to show the others where to run. 5. He noticed that the last boy in the red shirt did not appear at the other end of the tunnel. 6. He employed a maid to cook the meals for Jim while the children‟s mother nursed him. 7. They lit a candle. 8. Accept any relevant answers.
EXTENSION ACTIVITY 18: THE RAILWAY TIMES
Accept any newspaper front page created by students.
EXTENSION ACTIVITY 19: POETRY IN MOTION
Accept any haiku, cinquain or acrostic poem written by students in the context of The Railway Children.
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ASSESSMENT
A. SETTING
STEP 1 - FILL IN THE BLANKS
The novel that I have chosen is „The Railway Children‟ by Edith Nesbit
STEP 2 - TEXTUAL EVIDENCE
The place that I like most in the story is the railway station.
(1) „On one side of the big station yard was a large heap of coal which the steam trains usedfor their engines.‟
(2) „They looked along the line towards the dark opening of the tunnel.‟
(3) „Suddenly they heard a noise, which grew louder every second.‟
(4) „Oh!‟ said Bobby, when it had gone. „It was like a great wild animal going by!‟
STEP 3 - CONCLUSION 1. There are many interesting things to see around the railway station. 2. I would love to be there. I‟m sure I will have a lot of adventure there. (Accept any suitable answers)
STEP 4 1. railway station 2. shining 3. coal 4. tunnel 5. screaming 6. magic 7. father
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Suggested answer in continuous writing
The novel that I have chosen is „The Railway Children‟ by Edith Nesbit.The place that I like most in the story is the railway station. There are many interesting things there. Besides the shining railway lines, telegraph wires and signals, seeing trains that use coal for their engines is really interesting. It is also fascinating to see the railway line leading towards the „dark opening of the tunnel‟. This is because when the railway lines begin „to shake,‟ a train will come „screaming out of the tunnel‟. According to Bobbie, when the train is gone, it is „like a great wild animal going by!‟ Just like Bobbie, Peter and Phyllis, I like this place as it is their place of „hope‟. This is the place where the 9.15 train will go to London. They believe that this train is a magic train and it can send their love to their father. The railway station and the lines leading to it make this the most interesting place for the children. I wish I can be there with them to experience all the adventures around the railway station.
B MORAL VALUE / LESSON
STEP 1 1. The novel that I have chosen is “The Railway Children” by Edith Nesbit 2. The lesson that I have learnt is that we must have the courage to speak the truth
STEP 2 a. “No you didn‟t,” said Peter, angrily. “It was my idea.” b. “We did know,” Bobbie told the Station Master. c. Then it was time for the children to tell Mother what they had done. It was not easy, but they had to do it.
STEP 3 1. I have learnt to always tell the truth. 2. Telling the truth will make people trust you. (Accept any other reasonable answers)
STEP 4
1. The Railway Children 6. fire 11. Phyllis
2. Edith Nesbit 7. station yard 12. pretend
3. lesson 8. Station Master 13. things
4. truth 9. idea 14. Mother
5. stealing 10. Bobbie 15. angry
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Suggested answer in continuous writing
The novel that I have chosen is “The Railway Children” by Edith Nesbit. The lesson that I have learnt is that we should always have the courage to speak the truth. This can clearly be seen through the deeds of the children. Despite getting into many unsavoury situations the children have always been ready to admit their mistakes. This is evident when the children are caught stealing coal. Since they are too poor to have a fire in June, the children have to steal some coal from the station yard. Unfortunately, they are caught by the Station Master. When questioned, Philip reveals that it is his idea to steal the coal. Not wanting Peter to be blamed for stealing, the two sisters, Bobbie and Phyllis step forward to admit that they too have conspired with him. The sisters tell the Station Master that they do know where the coal comes from but they pretend not to know. This incident eventually allows them to get to know the friendly railway workers. Another incident where the children have taken up the courage to reveal the truth was when they finally admit to their Mother that they have sought the help of the Old Gentleman. When their Mother is taken ill, the Doctor has ordered them to acquire several things for her. Since they are unable to get those things, they have asked the help of the Old Gentleman. Some weeks later, they know that it is time to tell their Mother the truth although it is hard. When their Mother comes to know about it, she is very angry but later appreciates the Old Gentleman‟s kind gesture.
In conclusion, the lesson that I have learnt is to always tell the truth. This is important because telling the truth will make people trust you.
C EVENT
STEP 1
The novel that I have chosen is “The Railway Children.” The event that touches my heart most is when the children go around the village to collect gifts for Perks‟ birthday.
STEP 2
a. The three children looked at each other. Then Bobbie said, ‟Can we have the cakes on Thursday instead of today? It‟s Perks‟ birthday... (p 34) b. „He‟s been very good to us... Perks is nice to everybody.‟ (p 34) c. Then Peter had an idea. „Perks is nice to everybody,‟ he said. „There must be lots of people in the village who will want to help us give him a nice birthday. Let‟s ask everybody.‟ (p 34) d. Early the next morning, Bobbie and Phyllis went into the garden and cut some roses ...put it inside the box. (p 35)
STEP 3
1. birthday 2. family 3. love
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STEP 4
1 The Railway Children 5. red apples
2. Edith Nesbit 6. pram
3. gifts 7. „Happy Birthday‟
4. birthday 8. villagers
Suggested answer in continuous writing
The novel that I have chosen is „The Railway Children‟ by Edith Nesbit. An event that touches my heart most in this novel is when the children go around the village to collect gifts for Perks to surprise him on his birthday. Old Mrs. Ransome initially refuses to give anything because she claims that nobody remembers her birthday. Bobbie and Phyllis give Mrs. Ransome some roses as her birthday present. This gesture of love from the children touches her heart. In return she fills the gift box with red apples as her gift for Perks. She also gives away a pram which is meant for her late grandchild. The children bring the presents that they have collected to Perks‟ house. They want to give Perks a surprise by jumping out and saying „Happy birthday‟. Perks is initially furious, but is touched when the children convince him that the gifts are a mark of respect from the villagers. The people appreciate his kindness, diligence and politeness. All these are done out of love for Perks who does not keep track of his birthday and only cares for his family. This event is indeed very touching.
D THEME
STEP 1
The novel that I have chosen is “The Railway Children.” The theme that I like most in the story is kindness.
STEP 2
1. nice to everybody 5. sent by a friend
2. lots of people 6. she was ill
3. nice birthday 7. they had asked
4. things you need 8. get help
STEP 3
1. I am touched by these acts of kindness because they show me the beauty of human nature. 2. These acts inspire me to be the same as well.
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STEP 4
1. The Railway 6. gifts 11. nice 16. Mother Children 2. Edith Nesbit 7. Perks 12. top 17. boy
3. kindness 8. cakes 13. Old Gentleman 18. Jim
4. kindness 9. birthday 14. father 19. health
5. children 10. villagers 15. that 20. human nature
Suggested answer in continuous writing
The novel that I have chosen is “The Railway Children” by Edith Nesbit. One of the themes that I find to be interesting is kindness. The theme of kindness is sprinkled generously throughout the story and can be seen clearly from the various instances involving the children and the people around them. One such instance is when the children go around collecting gifts from the villagers for Perks, the porter. They even decide to forego their rare luxury of having cakes for tea in order to throw Perks a proper birthday tea. They are big- hearted enough to go around the village collecting gifts from the villagers. They decide to do so because they feel that Perks deserves it since he is “nice to everybody”. On top of that, acts of kindness can also be found in various other characters. One character who displays such kindness is the Old Gentleman. He is kind enough to help the children in securing a release for their father despite being near strangers. Apart from that, he also responds to the children‟s plea for help when their Mother is sick by sending a box full of goodies. He is very benevolent as he gives them more than what they have actually asked for. Furthermore, kindness is also visible through the children‟s actions in rescuing an injured boy in the tunnel. They help the boy, Jim, unselfishly without expecting any returns and bring him to their home. There, they help to nurse Jim back to health although they themselves are facing plenty of hardship. I am touched by these acts of kindness because they show me the beauty of human nature. These acts inspire me to be the same as well.
E CHARACTER
STEP 1
The novel that I have chosen is “The Railway Children.” The character that I like most in the story is Peter.
STEP 2
1. accident 5. floor 9. coal 2. red 6. railway 10. middle 3. danger 7. exciting 4. stop 8. stealing
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STEP 3 1. I like Peter because he is courageous, adventurous and innocent 2. Yes, I do. I am also very adventurous. (Accept any other suitable answer)
STEP 4
1. The Railway Children 11. train 21. excited 2. Edith Nesbit 12. accident 22. innocent 3. Peter 13. warn 23. coal 4. courageous 14. red 24. unaware 5. quick-thinking 15. danger 25. stealing 6. adventurous 16. stop 26. warns 7. innocent 17. adventurous 27. wrong 8. courage 18. ten 28. Peter 9. tunnel 19. different 29. courageous 10. red 20. floor 30. adventurous
Suggested answer in continuous writing
The novel that I have chosen is „The Railway Children‟ by Edith Nesbit. The character that I like most is Peter. I like this character because he is courageous, quick thinking, adventurous and innocent.
Peter shows great courage when he suggests to Bobbie and Phyllis to enter the dark tunnel to search for the boy in a red shirt. He also suggests that if a train comes they should stand flat against the wall.
In another instance when the train almost meets with a horrible accident it is Peter‟s idea to warn the train by waving something red. He knows that red means danger and that the train will stop. This shows that Peter is a quick-thinking boy.
Peter is also very adventurous like any other 10 year-old boy. He likes anything that is different than their usual routine. This can be seen on their last night in the house when Peter has to sleep on the floor, which he enjoys very much. When they first arrive at their new house, it is Peter who asks them to visit the railway station because he is very excited to see it.
Furthermore, Peter is also innocent in his actions. One night, Peter takes a pile of coal from the station yard to start a fire in the house. He thinks that taking some coal from the middle of the heap is harmless. He is unaware of the fact that he is actually stealing coal until the Station Master catches him red handed. The Station
Master warns them that what they have done is stealing because the coal belongs to the railway station. Only then does Peter realise that what he has done is wrong.
Peter is my favourite character because I wish I could be as courageous and adventurous as him so that I can help others in distress.
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THE RAILWAY CHILDREN GLOSSARY
Glossary
CHAPTER 1 THE BEGINNING OF THINGS awful extremely unpleasant cart a vehicle designed for transport, using two wheels and normally pulled by one or a pair of animals such as horse(s), donkey(s) or cows
excitement a feeling of great enthusiasm and eagerness mend repair steam engine a train that is powered by boiling water and steam
supper an evening meal, typically a light or informal one. In Britain, It is the main meal eaten anytime between 6:30 and 8:00 p.m. A typical British meal for supper is "meat and two types of vegetables". One of the vegetables is almost always potatoes
CHAPTER 2 PETER AND THE COAL coal a black rock composed largely of carbon and burned as a fuel courage The ability to do things which one finds frightening empathy to understand another person's thoughts, feelings and point of view fetch bring or get within reach journey to travel or to make a trip or voyage
118 suppose to take for granted; to conclude, with less than absolute supporting data; to believe tunnel an underground passageway,
CHAPTER 3 THE OLD GENTLEMAN fence human-constructed barrier which separates two pieces of land or a house perimeter gentleman a man of noble breeding or higher class hurry to do things quickly impossible not able to be done midnight the middle of the night; 12:00 am; on a 12-hour clock, 12:00 at night pretend Behave so as to make it appear that something is the case when in fact it is not promise to commit to something or action; an oath; a vow sheet a thin bed cloth used as a covering for a mattress or as a layer over the sleeper. strange not normal; odd, unusual, surprising, out of the ordinary
CHAPTER 4 BOBBIE‟S RIDE adventures exciting experiences brooch an ornament or decorative piece pinned to clothing engine driver the operator of a railway locomotive fireman a man who keeps the fire burning in a steam engine railway men the porters, signalmen, guards, railway engineers, or drivers who work at the railway station silver the colour of greyish-white metal strangers people who are unknown to us tidy neat wonderful delightful
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CHAPTER 5 SAVING THE TRAIN magic mysterious and supernatural power crashing falling and hitting the ground heap an untidy collection of objects frightened afraid or scared petticoats undergarments that women or girls wear under their dresses killed caused death immediately at once flags pieces of cloth attached to a pole or rope and used as symbols ( especially of countries) waving moving one‟s hand to and fro suitable right, appropriate sensible done in a practical way
CHAPTER 6 A BIRTHDAY FOR PERKS brooch a piece of jewellery with a pin on the back that you fasten to your clothes charity money or food that is given to people who are poor or ill so that they can live managed to succeed in doing something especially in a difficult situation pipe a hollow cylinder for the combustion of tobacco and a thin stem (shank) ending in a mouthpiece
pound a unit of money used in the UK, its symbol is £ pram a large object with four wheels that a baby can lie in while you push it around surprise to cause a feeling of being amazed at something that is unexpected walking stick a stick that some people use to help them to walk
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CHAPTER 7 THE TERRIBLE SECRET dream a situation that is unbelievable explain to tell someone something in a way that helps them understand it better government the people who control a country, region, or town and make decisions about its laws and taxes heap a large pile of something secrets a piece of information that is known by only a small number of people, and is deliberately not told to other people spy someone whose job is to find out secret information about a country or an organization tea-time the time in the late afternoon or early evening when you have tea and a light meal in the UK terrible used for emphasizing the degree to which something bad is true waiting room a room where people wait for a train worried felt nervous and upset because one kept thinking about a problem
CHAPTER 8 THE BOY IN THE RED SHIRT boot a type of shoe that covers all of your foot and part of your leg hare an animal similar to a rabbit but with a bigger body and longer ears and legs that can run very fast hound a dog used for hunting other animals or for racing paper chase a game in which someone runs ahead of other people and drops pieces of paper to show the others where to run
CHAPTER 9 THE MAN IN THE STATION difficult not easy handkerchief a small square piece of cloth used for wiping your nose or eyes platform a raised structure along the side of a railway track where you stand to wait for a train suitcase a bag used for carrying clothes and other personal possessions ungrateful not showing thankfulness
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