Catch Us If You Can

Teachers Booklet

Pearson Education Limited, Edinburgh Gate, Harlow, Essex, CM20 2JE England and Associated Companies throughout the World Pearson Education 2006 The right of Chris Sutcliffe to be identified as the author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act of 1988. The original edition of Catch us If You Can is published in the UK by Puffin Books All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London, W1T 4LP

ISBN-10: 1-4058-0879-9 ISBN-13: 978-1-4058-0879-8 First published 2006

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Introduction
Synopsis
Rory and his grandfather, Granda, have looked after each other since Rorys dad walked out on them. Granda is given to lapses in memory (putting Rorys homework down the rubbish chute and the rubbish in Rorys school bag) and completely irresponsible behaviour (setting fire to his coat at a Parents Evening), but he has a generous heart and plenty of charm. Rory acts as his carer until theres a fire in the flat, and the authorities decide to separate them. However, Rory is determined that they will stay together and they embark on an escape, but with their faces on every television screen and in every newspaper this isnt so easy. Their journey is full of surprise betrayals and unexpected friends, as they attempt to evade the authorities and eventually track down the man who walked out on them.

Teaching Catch Us If You Can at Key Stage 3

The novel is a sort of love story, about the love between generations: it shows a young boy realising that someone he loves deeply may die. It also challenges assumptions and stereotypes: those we should trust sometimes let us down; those we might not trust sometimes prove to be our friends. In these ways, it is ideally suited to the 11-14 age range as it explores key issues that children of this age are likely to confront as their own voices and characters are shaped by the relationships and groups around them. It is partly a rites of passage novel, but one that has sufficient narrative action to engage pupils interested in a good story with pace and drive.

Structure of this resource

This resource provides suggestions for activities that can be easily slotted into a scheme of work around the novel. It consists of two parts: the overview of teaching and learning and the resources. The overview of teaching and learning aims to secure progression in learning, rather than just progression through the pages. It has been divided into six natural sections. The overview for each section indicates: the chapters to be read the features of the text to be explored the learning aims for the section (including Assessment focuses) brief descriptions of the approaches to teaching.

The resources comprise: Pupil worksheets (which can be photocopied) Teacher support sheets/OHTs etc Assessment criteria, grids etc.

Catch Us If You Can Teacher Support Pearson Education Limited 2006

Overview of teaching and learning

Section
Chapters 1-6 Smiles and Looks Resources Resource Sheet 1 Resource Sheet 2

Features to explore during reading

The use of smiles and other facial expressions to create meaning and establish characters and relationships. The writers use of language to convey immediacy and emotional depth in Rorys prayer.

Learning targets
Learning focuses To be able to: understand how writers imply the thoughts and feelings of characters explore writers use of language in a short extract practise analytical writing about a text.

Activities
Activity 1: Analysing smiles In pairs, pupils make notes on Resource Sheet 1, collecting evidence of characters thoughts as they are implied by smiles and looks. Pupils then speculate on what these gestures really mean. Pupils feed back answers and then move on to Activity 2. Activity 2: Conveying meaning Working individually, pupils look at the questions and annotated text on Resource Sheet 2. Pupils share their answers with a partner or small group. Extension More confident pupils can use their answers to write 80-100 words on the ways Catherine MacPhail presents Rory, his prayer and his relationship with God. This should draw on specific examples and quotations and may need to be modelled. For example, It is clear that the writer wishes to present God not as some distant, angry monster, but as humane and approachable, though still powerful. For example, when Rory says, Listen, Big Man, my names Rory. The style is informal and chatty. However, Rorys use of Big Man is also respectful in tone.

Assessment focuses and Framework objectives Reading AF3: 7R8 Reading AF5: 7R14 Writing AF1: 7Wr19

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Section
Chapters 7-10 Home and Away Resources Resource Sheet 3 Resource Sheet 4 (OHT)

Features to explore during reading

The description of Tess; what she does and what others think of her. The writers use of language to create setting and mood.

Learning targets
Learning focuses To be able to: explore and empathise with characters respond to and compare writers use of settings practise writing imaginatively.

Activities
Activity 1: Consideration of the character of Tess In pairs, pupils discuss and complete the table on Resource sheet 3 about Tess. Once this is done, take feedback and note down different views about Tess and what the class consensus is. Pupils then use their notes to write about 80-100 words on Tess, including their thoughts on what Rory and Tony say. They should try to write three paragraphs: the first dealing with Tesss general behaviour, the second on how others feel and react to her, and the third summing up what they think. Activity 2: Comparing settings Show first half of Resource Sheet 4 (OHT) of Charles Dickens description from A Tale of Two Cities. Ask pupils to suggest how he has created a sense of fear and unease. You may wish to elicit repetition (stone), the architectural descriptions (cold faces of men and lions), the owls voice and, most importantly, the personification of night which holds its breath and heaves a long, low sigh. Read the second extract, The Home on Castle Street as a class. Pupils discuss how Catherine MacPhail creates atmosphere here. Activity 3: Unpleasant description Pupils then try to write their own description of an unwelcoming house, incorporating, if possible: repetition specific description of architectural features the weather, conditions, or other setting detail personification.

Assessment focuses and Framework objectives Reading AF2: 7R6 Reading AF3: 7R8 Reading AF5: 7R14 Writing AF1: 7Wr1

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Section
Chapters 11-14 The Great Escape Resources Resource Sheet 5 Resource Sheet 6

Features to explore during reading

The narrative structure of the escape. The use of humour. The use of dialogue. How Granda is portrayed as a character, focusing on use of humour and how the readers judgement of him is formed. How other characters form judgements on Granda and Rory. Exploration of issues to do with care.

Learning targets
Learning focuses To be able to: select information and events from texts form judgements about characters supported by the text predict future events prepare and perform in role as part of a group.

Activities
Activity 1: Piecing together narrative Pupils work individually on Resource Sheet 5, adding the appropriate dialogue (taken from the text), thoughts and descriptions and pictures into the existing cartoon. They should do this by reading through, finding what they need and noting it down before completing the cartoon. Pupils work in pairs to produce a cartoon version of Chapters 13 and 14. Ensure that those who lack confidence with drawing work with someone who is more confident. Activity 2: Making judgements and predictions In pairs, pupils work through Resource Sheet 6 to locate appropriate material from the first half of book and find evidence to support or reject a number of assertions. Pairs join up to make fours and discuss their findings. Groups come to some initial judgements about Granda. As a class, share ideas from the discussions and then ask pupils to predict what they think will happen next in the story. Which predictions are most widely shared?

Assessment focuses and Framework objectives Reading AF2: 7R6, 7R7 Reading AF3: 7R8 Speaking and Listening: 7S&L15, 7S&L16

Assessment Exercise Reach Out And Ill Be There role playing, exploring issues surrounding care for young and old.

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Section
Chapters 15-22 Travelling Life Resources Resource Sheet 7 Resource Sheet 8

Features to explore during reading

The writersuse of language to create warmth and excitement. The attitudes and viewpoints of characters and the writer. How characters change and how this is shown.

Learning targets
Learning focuses To be able to: respond to and compare writers use of language practise analytical writing about a text explore the different viewpoints of characters and writers. Assessment focuses and Framework objectives Reading AF2: 7R8 Reading AF4: 7R14 Reading AF6: 7R9 Writing AF1: 7Wr19

Activities
Activity 1: Using language in description Distribute Resource Sheet 7 and ask pupils to annotate the short description of the caravan from the novel, picking up on words and phrases that evoke the look and feel of the vehicle. Ask pupils to look at the extract from The Wind in the Willows and annotate it, focusing specifically on the listed features. Pupils feed back their ideas and briefly discuss any similarities and differences between the two passages. Extension Write up these contrasts and comparisons in a formal way, referring to examples and quotations from both. Activity 2: Attitudes and viewpoints In pairs, pupils work through Resource Sheet 8 in order to explore Grandas changing attitude to the travellers and how this is shown. They also investigate the writers viewpoint. Raise these further questions with the class a whole: What do Ruby and Tyrone say about how social workers treat travellers? How does Catherine MacPhail show that this treatment is wrong? Extension As an extension task, ask pupils how food and music are used by the author to show belonging or acceptance. Why do pupils think the writer decided to include travellers in her story? What was her intention in doing so? (Try to elicit comments relating to them as a plot device, but also explore whether the writer had a social or moral message about stereotypes, cultures, races etc.)

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Section
Chapters 23-27 On The Road Resources Resource Sheet 9 Resource Sheet 10 Resource sheet 11 Recording of well-known TV drama A3 paper Examples of types of camera shot

Features to explore during reading

Narrative structure and dialogue in Chapter 23. Inference and deduction of attitudes. Skim reading to locate information. Reinforcement and review of the story up to the end of Chapter 27.

Learning targets
Learning focuses To be able to: select key moments in the text practise storyboarding prepare and perform in role as part of a group. Assessment focuses and Framework objectives Reading AF2: 7R6, 7R7, 7R8 Speaking and Listening: 7S&L15, 7S&L16

Activities
Activity 1: Narrative structures Prior to beginning this work, look at a short clip from a well-known TV drama and freeze-frame it at various points to ensure pupils are clear about the different types of camera shot available to them (e.g. big close up, long shot, etc). Distribute Resource Sheet 9 which gives examples of how to describe the shots based on the novel. Ask pupils to work in pairs to create a storyboard for Chapter 23. They could write their storyboard as in the example and / or draw it out on A3 paper. Activity 2: Drama and role-play As a means of understanding character and action, based on what they have studied so far, pupils work in groups to prepare their own news report on the disappearance of Granda and Rory. Pupils start by re-reading pages 12730. Pupils then answer the questions on Resource Sheet 10. Pupils now share their answers as a group and start to prepare their own news report. There is advice and guidance on this on Resource Sheet 11. Pupils end by showing their news report.

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Section
Chapters 28end Endings and Beginnings Resources Resource Sheet 12 Lyrics to My Way downloaded from the internet

Features to explore during reading

The writers use of language at the climax of the story. Review of Grandas character. Inference of motivation. Statement of personal opinion.

Learning targets
Learning focuses To be able to: respond to and compare writers use of language practise writing analytically about a text form judgements about characters supported by the text prepare and perform in role as part of a group form an opinion about a whole text.

Activities
Activity 1: How writers choose words Pupils work through Resource Sheet 12 on their own, focusing on the highlighted words and phrases. Pupils then complete the final task on this resource sheet and feed back their ideas in a small group. Activity 2: Tracking a character across a whole story Download the lyrics to My Way (Grandas favourite song) from the internet and give copies to pupils. In pairs, pupils read the lyrics and select moments and information from the story relating to Granda which mirror the words of the song. When they have finished they should work independently to write a longer account of Grandas personality and adventures. Teachers may need to model how this should be constructed offering a frame such as: When we first see Granda he is described as The impression we get is . Later, when he. Assessment Exercise What A Wonderful World note-making and role playing

Assessment focuses and Framework objectives Reading AF2: 7R6, 7R7, 7R8 Reading AF5: 7R14, 7R18 Writing AF1: 7Wr19 Speaking and Listening: 7S&L15, 7S&L16

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Pupil Resource Sheet 1

Task Sometimes a characters facial expression is just as important as what they say. The first section of Catch Us If You Can is full of people smiling. 1 Fill in the grid below, explaining why you think these people are smiling. The smiler The lady, who looked about sixteen, smiled and thanked him and took a seat. (Page 2) He bent right down to the smiling baby and started talking. (Page 2) Dr Nicol was smiling. (Page 3) The reason for the smile

Mrs Foley beamed. (Page 17)

But my granda was smiling and nodding his head as if hed just given her a lovely compliment. (Page 17) Darrens smile wavered. (Page 20)

My granda looked pleased when I said that and he stood up and grinned toothlessly. (Page 23) A male nurse was at the doorHe was smiling, but that didnt make me feel any better. (Page 26) Val Jessup came in later. She had a big smile on her face. (Page 28)

2 Skim read chapters 16. See how many characters you can find who

look baffled. Make a list of them. Why do you think they are baffled?
3 Sometimes people use their eyes to express themselves. Look at the

grid below. What are these characters really saying? Jot down your answer in the spaces. I could see the policeman glare at Mrs MacKay and he knelt down to talk to me. (Page 25) And it was impossible to miss the glance that passed between the nurse and the policewoman. (Page 27)
Catch Us If You Can Pupil Resource Sheet 1 Pearson Education 2006

Pupil Resource Sheet 2

Task
1 Here is Rorys prayer. Read it and then answer the questions in the

boxes alongside it.

How do these three words add to the impact of the prayer?

Please God let him wake up soon. I didnt

What does the use of the words Big Man tell us about Rorys relationship with God?

pray very often. But I did now. I closed my eyes and sent up a special prayer.

Listen, Big Man, my names Rory. I know I dont talk to you much, but youre busy with wars and famines and things. And me and my granda are usually doing OK. So I hope

Why does Rory say talk and not pray?

What does this tell us about Rorys view of prayer?

What might these things be?

Why does the writer repeat the words listen and now?

Youre going to listen to me now. I dont give You any trouble. So a bit of help here would be much appreciated. I want him to wake
How does Rory make this phrase sound humble? How do these examples of Grandas behaviour add humour to the prayer?

Why does the writer repeat the words wake up, never, promise, even and again?

up. I promise Ill never shout at him again, even when he slurps his tea. Ill even listen to his endless stories about his bowel movements. Ill never moan or complain about him again I promise if You can just let him wake up.
What do these punctuation marks indicate?

2 How would you describe Rorys prayer? You can choose from the words

below, or think of some of your own. Desperate Humorous Cheeky

Honest Dignified Heartfelt

Catch Us If You Can Pupil Resource Sheet 2 Pearson Education 2006

Pupil Resource Sheet 3

Task
1 Use the table below to think about the character of Tess. Working with

a partner, fill in the column on the right with evidence to support each point. Point Tess is very verbally aggressive. Evidence

Tess is very physically aggressive.

Tess is very disruptive in Castle Street.

Tess is not liked by anyone else in Castle Street.

Tess cannot cope with a normal school.

Tess is sad and lonely.

2 Who do you think is right Rory or Tony? What makes you think this?

Use your answers to write about 80 words on Tess. Shes horrible. Shes always so angry Shes a horror. Rory Shes her own worst enemy. Shes sad. You should feel sorry for her. Tony

Catch Us If You Can Pupil Resource Sheet 3 Pearson Education 2006

Teacher Resource Sheet 4 (OHT)

A large country house in France It was a heavy mass of building with a large stone court-yard before it, and two stone sweeps of staircase meeting in a stone terrace before the principal door. A stony business altogether, with heavy stone balustrades, and stone urns, and stone flowers, and stone faces of men, and stone heads of lions in all directions. . . Other sound than an owls voice there was none, save the falling of the fountain into its stone basin; for it was one of those dark nights that hold their breath by the hour together, and then heave a long low sigh, and hold their breath again. From A Tale of Two Cities by Charles Dickens The Home in Castle Street

Castle Street seemed to loom at me out of the darkness an old Victorian villa that had been converted into a childrens home just after the war. Grey, dead stone, crow-step gables and even a turret it looked just the kind of place wizards and warlocks would live in. It was silhouetted against the night sky as patches of cloud scurried across the moon and an eerie silver light was cast against the building. Like something out of a ghost story. Catherine MacPhail

Catch Us If You Can Pupil Resource Sheet 5 Pearson Education 2006

Pupil Resource Sheet 5

You have been asked to turn parts of Catch Us If You Can into a cartoon book. Working with a partner, complete this cartoon version of Chapter 13.
Go to my mums caravan

Now I had no choice

Have you come back to visit me?

His teeth were on the bedside table.

Could I risk taking him in his slippers?

Always the threat of being shot at dawn if they were caught. Where are we going son? Come on, Granda. Im getting you out of here.

Now create your own cartoon version of Chapter 14.

Catch Us If You Can Pupil Resource Sheet 5 Pearson Education 2006

Pupil Resource Sheet 6

Task
Working with a partner, think about what sort of person Granda is and what has happened to him up to this point in the story. Below are ten points you could make about him. What evidence can you find in the story to support these points? Give page references for your evidence. Points He makes amusing mistakes. He can be very charming. He can be very rude. He cannot be trusted. He is popular with Rorys friends. He sometimes behaves like a child. He is a danger to himself and others. He dreads being put in a home. He hates his own son passionately. He loves Rory deeply. Evidence

Here is what two pupils who have read the book thought of Granda:
I think hes a proud man who now needs some help. He should stay with Rory because they really love each other. I think hes selfish. Hes just stealing Rorys childhood. He should show his love for Rory by letting him live his own life.

What do you think of Granda? Share your opinions with another pair and see if you all agree.
Catch Us If You Can Pupil Resource Sheet 7 Pearson Education 2006

Pupil Resource Sheet 7

Task
1 Read Catherine MacPhails description of the travellers

caravan below. 2 Annotate the extract by highlighting words and phrases and making notes around it to show how the author creates a pleasant, welcoming setting.

This van was so unlike Darrens mums. Brightly covered shawls were thrown over the seats, and the lamps threw out a soft warm, orange glow. And the smell . . . it was of spices and cinnamon and garlic. It was as if we had been catapulted into another world.

Catch Us If You Can Pupil Resource Sheet 7 Pearson Education 2006

3 Now read another extract about a caravan from The Wind In

The Willows by Kenneth Grahame. Here, Toad is showing Rat and Mole around his new caravan.

Theres real life for you, embodied in that little cart. The open road, the dusty highway, the heath, the common, the hedgerows, the rolling downs! Camps, villages, towns, cities! Here today, up and off to somewhere else tomorrow! Travel, change, interest, excitement! The whole world before you, and a horizon thats always changing! And mind, this is the very finest cart of its sort that was ever built, without any exception All complete! said the Toad triumphantly, pulling open a locker. You see biscuits, potted lobsters, sardines everything you could possibly want. Soda water here baccy there letter paper, bacon, jam, cards and dominoes youll find that nothing whatever has been forgotten.
4 Working with a partner, make notes on how Kenneth

Grahame has made the description both vivid and amusing. Think about: the use of lists the effects of the punctuation the exaggeration the unlikely objects to be found in the caravan the sense of romance and adventure.

Catch Us If You Can Pupil Resource Sheet 7 Pearson Education 2006

Pupil Resource Sheet 8

Task In Chapter 16 Granda says: Tinkers! My granda spat the word out in disgust. Dont trust em. Dont like em. Chapter 22 ends: He didnt look at me. He just stared at the board with tears trickling down his face. Ill never call them tinkers again, Rory. What has happened to make Granda change his mind? Working with a partner, write some notes on these ideas in the spaces provided. How the travellers help Granda and Rory and the reasons they give for helping

The relationship between Rory and Tyrone

The relationship between Granda and Ruby

Catch Us If You Can Pupil Resource Sheet 8 Pearson Education 2006

2 The number of times people are described as laughing. Why are they laughing? Who is with them?

The number of times the words warm and warmly are used. What are these words used to describe? Why might this be important?

The description of Zaras birthday feast

How Sammy plans the next stage of their escape

Catch Us If You Can Pupil Resource Sheet 8 Pearson Education 2006

Pupil Resource Sheet 9

Task Granda often imagines that he is in a movie. Imagine you and a partner are making a film of Chapter 23. However, you only have enough film for 30 shots. Read the chapter carefully and decide what you would want to include in each shot together with any dialogue you think is important enough to be included. When you have decided which shots you would like, think about appropriate music and any sound effects that are needed. The first ten shots have been done for you. Shot 1 Medium shot of Rory in the carriage pretending to read The Big Issue. Shot 2 Long shot down the carriage from behind Rorys shoulder. Granda is smiling. Shot 3 Close up of the boy slugging lemonade. Shot 4 Close up of the woman staring at Rory. Shot 5 Close up of Rorys worried reaction. Shot 6 Big close up of the woman staring at Rory. Shot 7 Medium shot through the window as the train pulls into Perth station. Shot 8 Long shot of Rory moving down the carriage to Granda. Shot 9 Medium shot of Rory helping Granda to stand. Dialogue Granda: Is that us now? Shot 10 Long shot of Rory and Granda getting off the train and making their way through the crowd of people.

Catch Us If You Can Pupil Resource Sheet 9 Pearson Education 2006

Pupil Resource Sheet 10

Task In this section Granda and Rory have made the national news. Re-read the section pages 12730, from It was then In your group, discuss the answers to the questions below.

1 At the end of Chapter 26 a young woman reporter is

walking on the hills above Rorys home town. What is the question she asks? What is the answer she gives? What do members of the public think? What are the authorities doing? Who do you think the authorities are? What important piece of information does the report end with?

2 There is a second news report in Chapter 27.

Where have there been sightings of Rory and Granda? Who do you think is taking part in the arguments and discussions about Rory and Granda? What are some of the things being blamed for their disappearance? What do you think the phrase the break down of community means?

Catch Us If You Can Pupil Resource Sheet 10 Pearson Education 2006

Pupil Resource Sheet 11

Task
1 In a small group, you are going to prepare and act out your

own news report on Rory and Grandas disappearance. You should include the following: reports of various sightings of Rory and Granda information about Jeff McIntosh an interview with someone representing the authorities, which should include an appeal for them to return home an interview with someone blaming the break down of community, of family for the way Rory and Granda have been treated an interview with someone blaming the failure of social workers for what has happened an interview with an ordinary member of the public who wants Rory and Granda to stay together.
2 Decide who in your group will take on what roles (e.g. the

anchorman/woman in the studio, the reporter/s at the scene, the member of the public).
3 Jot down a few ideas about the character whose role you are

playing, even if you dont use them in the actual report. Include: your name, age and role your viewpoint/attitude why you are involved how you will speak (e.g. angry, concerned, formal, chatty). Check what you say is linked to the information in the book!
4 In your group, rehearse the news report. Try to do it without

scripts, otherwise it will sound false. However, the anchorman/woman might need to have something written down so he/she knows who is going to speak next and can prompt them (for example, reporter on the spot, member of public, someone from social services in the studio etc).
5 Present your report to the rest of the class

Catch Us If You Can Pupil Resource Sheet 11 Pearson Education 2006

Pupil Resource Sheet 12

Task
1 Writers make careful choices about words and sentences.

Read the passage below and make notes on why you think Catherine MacPhail chose the words and sentences highlighted.

I cant remember falling asleep but I did. I dont even know how long I slept. I jumped awake into a silent night. Not a bird. Not a rustle of trees or bushes. There wasnt a breath of wind. Granda wasnt even snoring any more. I stood up and stretched. Time to wake him, I thought. We would have some cheese and bread . . . but of course, he couldnt eat that, not without his teeth! How could I have forgotten them? For a moment the problems stretched ahead of me like an obstacle course. But I shrugged them away. We were still here, we hadnt been caught. There was still hope. I laid a hand on Grandas shoulder to wake him, and a cold shiver ran through me, as if someone had just walked over my grave. His colour was all wrong. In fact, he didnt have any colour at all. His skin was like the wax fruit you see in bowls in furniture shops. His mouth was hanging open. He wasnt snoring. He wasnt breathing. My granda was dead.
2 How would you describe this passage? You can choose from

the words below or think of some of your own. Dramatic Fast Shocking Sad Unpredictable Distressed
3 Using your annotations, explain how the writer has made this

passage highly dramatic.

Catch Us If You Can Pupil Resource Sheet 12 Pearson Education 2006

Assessment Exercise 1
Reach Out And Ill Be There
Task In the first half of Catch Us If You Can many people try to help Granda and Rory. Imagine that four of these people have a meeting to discuss what is best for both Granda and Rory. Work in a group of four, each taking the role of one of the people at the meeting. Decide what your character thinks would be the best thing to do. The questions below will help you.
Dr Nicol What do you think of Granda and Rory? Why do they make you laugh? What is Granda suffering from? Where will he get the best care? Do you think it right that Rory has to look after Granda? Why did you contact Val Jessup? What do you think should happen to Granda now? What do you think should happen to Rory?

Mrs Foley What do you think of Rory? Do you think it right that he has to look after his Granda? How has this affected his work in school? How has it affected his leisure time? What did you think of Grandas behaviour at Parents Evening? What do you think should happen to Granda now? What do you think should happen to Rory? Would you really want to be his foster mother? Val Jessup What was your reaction when Dr Nichol first phoned you? What was your reaction when you were told Granda had set fire to the flat? Why do you thing Rory hates Castle Street so much? Do you think he should stay there? Can you think of a better solution to his problems? Do you think you should have tried to get Granda a home help sooner? Do you think Granda should stay in Rachnadar? Do you think Rory and Granda should be able to live together? Tony What was your first impression of Rory when he arrived? How did you try to get to know him? What special problems do you have at Castle Street? What are your impressions of him now? Why do you think he hates Castle Street so much? Do you think he should stay there? Can you think of a better solution to his problems? Do you think Rory and Granda should be able to live together?

Catch Us If You Can Pupil Assessment Grid Pearson Education 2006

Guidelines for assessing reading task

Reach Out And Ill Be There
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Level 3 From some parts in the excerpt:
Identifies simple, most obvious points May show some misunderstanding Uses some reference, but not always relevant e.g. often paraphrasing or retelling the narrative rather than supporting comment

AF3 deduce, infer or interpret information, events or ideas from texts.

From some parts in the excerpt:

Responses show meaning established at a literal level, but little sense of meanings beyond this Straightforward comment based on a single point of reference Responses based on personal speculation rather than reading of the text

Level 4

Across the whole excerpt:

Identifies some relevant points Uses some generally relevant textual reference or quotation to support comments , e.g. refers to most obvious details but is unselective or lacks focus

Across the whole excerpt:

Comments make inferences based on evidence from different parts of the excerpt e.g. Mrs Foley is angry with Granda when he burns her coat. Inferences often correct, but comments not always rooted in the text, or retelling narrative

Level 5

Across the whole excerpt:

Most relevant points clearly identified, including those from a range of places in the excerpt Comments generally supported by relevant textual reference or quotation, even when points made are not always accurate

Across the whole excerpt:

Comments develop explanation of inferred meanings drawing on evidence from across the excerpt e.g. Mrs Foley disapproves of Granda and thinks he needs professional help. She feels sorry for Rory and wants to help him. Comments make inferences and deductions based on textual evidence

Catch Us If You Can Pupil Assessment Grid Pearson Education 2006

Level 6

Across the whole excerpt:

Relevant points clearly identified including summary and synthesis of information from different places in the excerpt. Response incorporates apt textual reference and quotation to support main ideas

Across the whole excerpt:

Comments securely based in textual evidence and identify different layers of meaning with some attempt at detailed exploration of them e.g. Mrs Foleys motives for trying to help Rory. Comments consider the wider implications or significance of information, events or ideas e.g. Tonys views on the suitability of Castle Street for Rory.

Level 7

Across the whole excerpt:

Summarises and synthesises relevant points from across the excerpt, using evidence judiciously, often following a key reference with several linked examples Response incorporates apt and succinct reference, integrating support throughout explanation

Across the whole excerpt:

Comments securely based in textual evidence and interpret different layers of meaning through detailed exploration e.g. the developing relationship between Val Jessup and Rory. Comments show appreciation of the wider implications or significance of information, events or ideas e.g. the implications of the decision to move Granda to Rachnadar.

Catch Us If You Can Pupil Assessment Grid Pearson Education 2006

Assessment Exercise 2
What A Wonderful World
1 In Chapter 12 Granda says: Nownobody cares about

anybody but themselves. Its a horrible world, Rory. In Chapter 28 he says: People are kind, Rory. I thought the whole world was going to the dogs, and then you meet kindness like this. Its a wonderful world, Rory. Working in a small group, complete the grid below: Character Darren What They Do To Help Why They Help

Ruby and Sammy

Annie and Rab

Norma and Nicola

Dr Nichol

Val Jessup

Catch Us If You Can Pupil Assessment Grid Pearson Education 2006

2 Imagine that four of these people appear on a radio

programme about what happens to Granda and Rory. You might decide to include Rory and Granda in the programme or you might decide you need an interviewer to ask questions. Think of a name for your programme and then decide who is going to say what.
3 Its a wonderful world, Rory. Do you think Granda is right?

Discuss this statement in your group.

4 In your group, discuss what attitudes you think Catherine

MacPhail wants her readers to have towards childrens homes and the people who work in them old peoples homes and the people who work in them travellers social workers the authorities news reporters children who are carers people with Alzheimers.
5 Its a wonderful world, Rory. Do you think Catherine

MacPhail believes this? Do you agree with her?

Catch Us If You Can Pupil Assessment Grid Pearson Education 2006

Guidelines for assessing reading task

What A Wonderful World
AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Level 3 From some parts in the excerpt:
Identifies simple, most obvious points May show some misunderstanding Uses some reference, but not always relevant e.g. often paraphrasing or retelling the narrative rather than supporting comment

AF3 deduce, infer or interpret information, events or ideas from texts.

AF6 identify and comment on writers purposes and viewpoints, and the overall effect of the text on the reader.

From some parts in the excerpt:

Responses show meaning established at a literal level, but little sense of meanings beyond this Straightforward comment based on a single point of reference Responses based on personal speculation rather than reading of the text

From some parts in the excerpt:

Comments identify main purpose e.g. the book is an adventure story about an old man and his grandson. Expresses personal response but with little awareness of the writers viewpoint or effect on the reader e.g. the writer wants us to admire Rory.

Level 4

Across the whole excerpt:

Identifies some relevant points Uses some generally relevant textual reference or quotation to support comments , e.g. refers to most obvious details but is unselective or lacks focus

Across the whole excerpt:

Comments make inferences based on evidence from different parts of the excerpt e.g. Darren helps Rory because they are friends and he likes Granda. Inferences often correct, but comments not always rooted in the text, or retelling narrative

Across the whole excerpt:

Main purpose identified Simple comments show some awareness of writers viewpoint e.g. the writer thinks that old peoples homes are dreadful places. Simple comment on the overall effect on the reader e.g. the reader wants Rory and Granda to stay together.

Level 5

Across the whole excerpt:

Most relevant points clearly identified, including those from a range of places in the excerpt Comments generally supported by relevant textual reference or quotation, even when points made are not always accurate

Across the whole excerpt:

Comments develop explanation of inferred meanings drawing on evidence from across the excerpt e.g. Ruby and Sammy help Rory and Granda because they feel sorry for them and dont like social workers. Comments make inferences and deductions based on textual evidence

Across the whole excerpt:

Main purpose clearly identified, often through general overview e.g. the writer looks at the problems of being old in todays society. Viewpoints clearly identified with some, often limited, explanation e.g. the writer shows that travellers can be kinder than other people. General awareness of effect on reader with some, often limited, explanation

Catch Us If You Can Pupil Assessment Grid Pearson Education 2006

Level 6

Across the whole excerpt:

Relevant points clearly identified including summary and synthesis of information from different places in the excerpt. Response incorporates apt textual reference and quotation to support main ideas

Across the whole excerpt:

Comments securely based in textual evidence and identify different layers of meaning with some attempt at detailed exploration of them e.g. Annie and Rabs reasons for helping Rory and Granda. Comments consider the wider implications or significance of information, events or ideas e.g. the reasons why Norma contacts the police.

Across the whole excerpt:

Evidence for identifying main purpose precisely located at word/sentence level or traced through excerpt e.g. the limitations of the responses of the authorities, especially care workers, when dealing with those in need of care. Viewpoints clearly identified and explanation of it developed through close reference to the text The effect on the reader is clearly identified, with some explicit explanation as to how that effect has been created

Level 7

Across the whole excerpt:

Summarises and synthesises relevant points from across the excerpt, using evidence judiciously, often following a key reference with several linked examples Response incorporates apt and succinct reference, integrating support throughout explanation

Across the whole excerpt:

Comments securely based in textual evidence and interpret different layers of meaning through detailed exploration e.g. the relationship between the travellers and Rory and Granda. Comments show appreciation of the wider implications or significance of information, events or ideas e.g. the travellers view of themselves as outsiders.

Across the whole excerpt:

Apt and judicious use of evidence for identifying main purpose precisely located at word/sentence level or traced through excerpt e.g. the place of individuals and groups on the fringe of society. Subtleties of viewpoint explored through developed explanation with close reference to the text A range of effects on the reader is explored, with explicit explanation as to how that effect has been created

Catch Us If You Can Pupil Assessment Grid Pearson Education 2006