YEAR 9 ENGLISH

TERM 4 UNIT: CLOSE STUDY OF TEXT

WOLF ON THE FOLD BY JUDITH CLARKE
STUDENT STUDY GUIDE
 Handout 1

Pre-Reading Activities #1
L.I. To understand the main terms and ideas associated with the novel, Wolf on the Fold

All activities are to be answered/completed in your exercise books.

1. In pairs discuss:

a) How could the word ‘family’ connect with a fold? fold - a group of people who have a
shared faith or interest

The word family can connect with a fold because families like to support each other and since a
fold is a group of people who have shared faith or interest, they can also somewhat support
each other like a family.

b) Complete the mind map below (which is attempting to look like an eye and which will have
connect with the word fold’.

Cult Religion
Values
Club

Group
Community
F

Society
Employment Members
Support

Did you come up with ideas like: security, belonging, believers, followers? Community, family and
desire.

2. Now consider the title again. In pairs, discuss:

a. What does it mean to you?

To me it means a group of people who are connected through similar interests, beliefs and values.
They feel safe around each other and feel happy when being together.

- Wolf would represent danger, fold would represent the family and we would be looking at
how a family protects each other from danger

b. What reasons do you have for saying that?

The reasons are that folds means a group of people who have a shared faith and interest and can
act as a family.

c. Can you explain your ideas more fully?

Folds love each other and would always support each other and never back down from helping
the other members. They would always give a helping hand to the other members and if they are
in the face of danger the whole community would work together to fight and defeat the person
who has troubled them.

d. What do you feel the “Wolf on the Fold” is going to refer to in the novel.

"Wolf on the Fold" likely symbolises danger or hidden threat. The phrase, inspired by Byron's
poem, hints at lurking peril. Maybe the main character or the group in this book is put into danger
and must go through many enemies and must survive and might have others there to support
them in defeating the people who are threats.

Handout 2

Pre-Reading Activities #2
Prediction exercise – complete the following in your exercise book, under Monday’s work.

1. Think / Pair / Share - discussion activity – War times, around the time of “All My Sons”
(1940s-50s) and industrial revolution due to the smoke from the factories.

a) Carefully examine the front cover of this novel. Discuss with a partner what you notice
about:

 the font used and the title of the novel

- Old timey and old fashion could symbolize how it is in set in countryside or a small town.

 the colours used

- Very bright fire looking colours helps make this book stand out and makes us focus on
the meaning behind the cover more.
  the graphics

- There is a young boy, he is alone and there is a factory with smoke in the background,
this might be where the boy is traveling to.

 the layout (design) of the front cover

- The man on his bike is one the center of the cover with the words at the top and bottom

 what the historical, social or cultural context might be.

i What is appealing and eye-catching about this cover?

- The bright fiery colours – colours could represent conflict

- Bold old fashion text
- The large picture of a boy on his bike
-
ii How is the responder’s (reader’s) interest aroused in this novel?

- It makes me wonder where the boy is travelling to on his bike

- It makes me wonder what he is trying to do
- It makes me question whether he would make it out alive
- Ambiguous (unknown and vague) front cover – does not really give away what the book
might be about
b) Writing:

In a paragraph describe how these features help shape our impression of what this novel may
be about. Comment on the colours used, the layout, graphics, and the placement of the title
of the novel.

The cover of "Wolf on the Fold" has old-fashioned letters, bright fiery colors, and a man on a bike
near a factory. It shows a mix of old and new. This makes us curious about what the man is doing
and where he's going. The design makes us want to learn more about the story and how it
explores old ways and modern changes. The cover's style and the man's journey make us want to
open the book and find out what happens next. It's an enticing visual and conceptual introduction
promising an engaging exploration of the tension between tradition and change within the pages.

2. The back cover

Look carefully at the back cover and read the blurb (summary of the novel).

Without the book in front of you:

a. Write the blurb in your own words as if you are telling someone younger than yourself,
what they could expect to discover in this story.
Join the exciting journey in "Wolf on the Fold." Follow a guy on his bike near a factory, as he faces
challenges in a changing world. Mystery, adventure, and questions await in this story of
exploration and discovery. Perfect for those who love intriguing tales!

b. What other comments are made about this book on the back cover? Who makes these
comments and why do you think they have been included here?

On the back cover, "Wolf on the Fold" is celebrated as a book about everyday life by Perth
Weekly. Viewpoint praises it for being well-crafted and meaningful. Australian Book Review
suggests it's worth reading more than once. These comments help us know the book is special
and makes us want to read it to find out why.
 Handout 3

Pre-Reading Activities #3
What is a wolf?
Work in pairs for this activity. Look at the circles below: one circle is titled “Positive associations”
and the other one “Negative associations”.

In each circle, write in any associations that you have about wolves. For example, when you think
of the horror film, A Werewolf in Manhattan how do you feel about the wolf? Or when you think
of a baby wolf cub (looking like a fluffy puppy), how do you feel then? How does the expression,
‘hungry like a wolf’ make you feel? Would you be happy to be near a wolf on the prowl? How
does the song, Who’s Afraid of the Big Bad Wolf make you feel? Think about the meaning of the
expression, ‘to keep the wolf from the door’.

Which circle had the more notes in it? Why would this be the case?

- Negative: considered dangerous, means, fighters, can hurt/harm other animals or

people

The "Negative associations" circle contains more notes due to historical and cultural influences,
media portrayals, and idiomatic expressions emphasising danger and aggression. Wolves have
often been depicted negatively in stories, films, and language, contributing to an instinctual fear
of predators. While some positive associations exist, the prevalence of negative perceptions is
attributed to a combination of these factors that have shaped our views of wolves over time.

For homework, download from the Internet, cut out a picture or draw a representation of a wolf
that you feel is a typical one.
 - A Werewolf in Manhattan:
- Baby wolf cub: Cute, Fear, horror, danger.
adorable, fluffy. Wolf - Hungry like a wolf:
Aggressiveness, desperation.
pack: - Wolf on the prowl: Anxiety,
- Unity, strength, fear.
cooperation. - “Who's Afraid of the Big Bad
- Nature: Wilderness, Wolf": Threat, intimidation.
freedom, ecosystem. - "To keep the wolf from the
door": Struggle, financial
- Resilience: Adaptation,
hardship.
survival skills. - Little Red Riding Hood (fairy
- Symbolism: Loyalty, tale): Danger, deception,
guardianship (often seen vulnerability.
in Native American - Three Little Pigs (fairy tale):
Threat, destruction, cunning.
culture).
-

Positive associations Negative associations

Children’s stories

1. How well do you know the infamous big, bad wolves that feature as antagonists in the stories
listed below?

I know the infamous big bad wolves that feature as antagonists in mainly children fairy-tales due
to their importance in those fairytales and how they play important roles in making the plotline of
the story.

2. Think about the meaning of the word ‘caution’ and by extension, the term 'cautionary tale'.

Cautions are used to warn us about something bad, like when a tornado happens there is always
tornado warnings, the same concept goes to cautionary tales. These tales are stories that gives us
a warning, this doesn’t have to mean the character physically saying ‘be careful’ but can be hinted
throughout the story.
3. Why is the concept of 'predator' a key role within that genre?

The concept of "predator" plays a key role in wolf tales due to several reasons. In these stories,
wolves are often portrayed as predators, which generates a sense of danger and suspense. They
are depicted as cunning and ruthless hunters, embodying the primal instinct of nature.

You may need to briefly research each of the tales listed.

Orientation Complication Resolution Coda

(a) This is a story of a Upon entering the The girl notices all The
beautiful, young girl woods, the girl the unusual things woodsman
Little Red
young girl whose comes across a about her grandma knocked out
Riding Hood
mother sends her, hungry wolf, he and tries to the wolf and
with a basket of didn’t eat her due to escape. A carried him
goods, to her ill the woodcutters woodcutter nearby deep into the
grandmother in the being nearby. He hears her screams forest where
next village over. This asks her where she and comes to save he wouldn't
journey requires that is going. He asks if her, scaring the wolf bother people
the young girl enter her grandma is far, away. any
the woods. She ends and she responds longer. Little
up embarking on the that it is the first Red Riding
journey with her red house in the next Hood and her
hood and a basket full village over. He ends grandmother
of treats for her up taking a shorter had a nice
grandma. part then her and lunch and a
ends up disguising as long chat.
her grandma in her
bed.

(b) Three little pigs One day, a big bad He huffed and he The little pigs
decided to move out wolf came along. He puffed, but the lived happily
The Three
of their house and saw the first little pig house was too ever after in
Little Pigs
build a house of their in his house of strong. He could not the house
own. The first little pig straw. The wolf first blow it down. This made of bricks
thought that straw blew the first pig’s made the big bad
would make a good straw house down, wolf very angry. He
house. He built the then the pigs ran to climbed onto the
 house very quickly his brother’s stick roof of the house so
and he was very house. Again, the he could crawl
pleased with it. The wolf also blew the down the chimney.
second little pig stick house down. The big bad wolf
thought that sticks Then both ran into was in for a big
would make a fine the brick house, all surprise! The third
house. He built the three of them stayed little pig had been
house very quickly their hiding from the cooking a big pot of
and he was very wolf. stew. The wolf fell
pleased with it. The right into the pot!
third little pig thought The wolf was very
that bricks would shocked. He jumped
make a strong house. out of the pot and
It took him a long ran straight out of
time to build the the house. He never
house, but he was came back again.
very pleased with it.

(c) ANDREW SENT EMAIL

COPY AND PASTE
The Boy Who
Cried Wolf

(d)

The Wolf and

the Seven
Young Kids

Circle the correct answer:

1. 'Who is afraid of the big, bad wolf?' (a) (b) (c)

2. 'I'll huff and I'll puff and I'll blow your house down!' (a) (b) (c)

3. 'Whatever you do, don't stray from the path.' (a) (b) (c)

4. 'My! What big teeth you have!' (a) (b) (c)

5. 'Help me or the wolf will kill my sheep.' (a) (b) (c)

Match the popular sayings with their meanings listed.

1. a wolf in sheep's clothing a. eat ravenously

2. throw to the wolves b. starvation; financial ruin

3. cry wolf c. sacrifice someone to save yourself

4. wolf at the door d. raise a false alarm

5. to wolf down e. a deceptive or treacherous person

Note: One of the cautionary tales listed above (a, b, c) is symbolically linked to each chapter in
Wolf on the Fold. Try predicting which story you think it will be and then, when reading Chapter
One, closely examine the clues to discover if you are correct.

PEEL Question: How do the wolves in the stories you researched above, behave and what moral
does each story teach? [Be sure to look at what the wolf is metaphorical for what (what they
represent.)] – At least 200 words.

Wolves in many stories such as ‘Little Red Riding Hood’ and ‘Three Little Pigs’ act a certain way in
which makes them seem like such scary characters and teaches kids that not everything in life is
all fun and happy. In the stories I researched, wolves display a variety of behaviours and serve as
metaphors for various concepts, each imparting distinct moral lessons. In "Little Red Riding
Hood," the wolf behaves with cunning deception, representing the dangers of trusting strangers.
His impersonation of the grandmother and manipulation of trust caution against the perils of
naivety and emphasise the need for vigilance when encountering unfamiliar individuals. The
moral here underscores the importance of caution and scepticism towards unknown individuals.
In "The Boy Who Cried Wolf," the wolf embodies a real threat, but the titular boy's false alarms
blur the lines between truth and deceit. The wolf's behaviour is that of a genuine predator,
sowing fear in the villagers. The moral lesson stresses the consequences of dishonesty, illustrating
how repeated falsehoods can erode trust and credibility, ultimately leaving one vulnerable when
a legitimate danger arises. In "The Wolf and the Seven Young Kids," the wolf represents treachery
and malevolence. His cunning disguise as the mother goat highlights the peril of deception. The
story's moral underscores the significance of remaining vigilant and not dropping one's guard,
even in seemingly secure situations. Lastly, in "The Three Little Pigs," the wolf symbolises
persistence and threat, repeatedly attempting to destroy the pigs' houses. His relentless
behaviour teaches the importance of hard work, preparation, and resilience when facing
adversity. This story's moral emphasises the perils of taking shortcuts or being ill-prepared,
advocating for diligence and foresight. In sum, these wolf-centered stories weave intricate
narratives with wolves serving as metaphors for deception, dishonesty, treachery, and threat,
imparting timeless moral lessons on trust, honesty, caution, and preparedness.

Handout 4

During Reading Activities

Introduction

- The chapters have titles and they are also given dates as sub-titles. Why might the novel
be set out this way?
- What is the date for Chapter 1? What could this tell you about Kenny and his family?
- How old do you think Kenny could be? What would he be doing at this stage of his life?

Context: The Great Depression

The depression originated in the United States, starting with the stock market crash of October
29, 1929. But, quickly spread to almost every country in the world.

The Great Depression had devastating effects in virtually every country, rich and poor. Profits and
prices dropped, as did international trade. Construction and building works were virtually halted
in many countries. Farming and rural areas suffered as crop prices fell. No-one could afford to buy
food, clothes etc and many businesses had to close down. Therefore, very few people had jobs.

Countries started to recover by the mid-1930s, but in many countries the negative effects of the
Great Depression lasted until the start of 1940s.

Chapter 1 – Wolf on the Fold

Complete the following activities after reading Chapter 1.

Judith Clarke has used a number of ways with words to bring her ideas to life. These are some
activities to help you understand how she has done this.
Language study:

Words and their meanings - match each of the following words with its meaning:

culvert crib billy fastening tremor

cubby insubstantial thicket recitation tendril

1. a small bed for a child: crib (p.4)

2. the learning and saying of words from a text by memory: recitation (p4)

3. an Australian word for a tin can used for boiling water: billy (p9)

4. doing up buttons or ties so they won’t come undone fastening (p12)

5. lacking any reality: insubstantial (p13)

6. a slight shaking or movement: tremor (p14)

7. a small ditch that carries water under a road: culvert (p19)

8. a thin piece of plant that attaches itself to something: thicket (p20)

9. a cosy, sometimes secret, space children build for themselves cubby (p21)

10. a clump of bushes: tendril (p27)

The poem – fill in the blanks

fold Assyrian cohort sheen

1. a person from the ancient civilization of a country that is now Iraq was called: Assyrian (p24)

2. an enclosure for sheep: fold (p24)

3. a group of soldiers, especially the ancient Roman army: cohort (p24)

4. brightness or splendour: sheen (p26)

Language Devices

1. Colloquial language: Colloquial language is informal, conversational language used in

everyday speech. It often includes expressions that only a certain group of people may
understand.
 There are some examples of colloquial language used in Chapter 1. Read the examples and
complete the questions that follow.

a) ‘The Sinclairs had always been poor and scraped along as best they could…’ (p3)

i Explain the meaning of ‘scraped along’ in this context.

In the context of the sentence "The Sinclairs had always been poor and scraped along as best they
could," the phrase "scraped along" means that the Sinclairs struggled financially and lived with
limited resources.

ii What could ‘scraped along’ mean to someone who didn’t understand the context?

Without context, the phrase "scraped along" might suggest to someone that the Sinclairs faced
financial difficulties and had to manage their finances carefully to make ends meet and everyday
struggle to make money that they need to provide for everyone in the family.

b) ‘…Kenny had copped a cricket ball right in the mouth…’ (p8)

i Explain the meaning of ‘copped a cricket ball’ in this context.

The phrase "copped a cricket ball" means that Kenny was hit by a cricket ball, specifically, he was
struck by it forcefully in the mouth. In cricket, the term "copped" is often used informally to
describe a player getting hit by the ball, usually unintentionally and sometimes resulting in injury.

ii What other meanings could ‘copped’ have for someone who didn’t understand this
context?

In a more general sense, "copped" might be interpreted as meaning someone received or

obtained something, although the specific object or action would be unclear without context but
in this case it is clear that Kenny copped a cricket ball.

c) Find two more examples of colloquial language in this chapter:

i. Write down the examples you found.

- “Like you’ve escaped from the looney bin.”

- “Fancy a cuppa?”

ii. Explain the meaning of the examples.

- Describing someone's behavior as if they've escaped from a mental institution, implying

they're acting extremely erratically or strangely. It's a figurative expression used to
highlight unusual or irrational actions, often in a humorous or exaggerated manner,
though it may be considered insensitive to mental health issues.
 - "Fancy a cuppa?" is a casual and friendly way to ask someone if they would like to have a
cup of tea. It's a common expression in British English and is an informal invitation to
share a drink and have a conversation.

2. Simile: A simile is a figure of speech where two things are compared and one is said to be
similar to the other. The words ‘like’ or ‘as’ are usually used to introduce a simile. It is a
language device used to make images more vivid and clearer.

Complete the following - Judith Clarke uses a simile on the first page of Chapter 1:

a) ‘Like a tree,’ Kenny had heard his mum telling Uncle Albert at the funeral. ‘He went down
like a tree.’

ii) What image comes to your mind with this description?

It means someone fell suddenly and heavily, just like a tree falling when it's cut down. It shows an
unexpected and uncontrolled fall or collapse, like in an accident or sudden event.

iii) What is the comparison being made?

The comparison being made in the sentence "He went down like a tree" is between the way the
person fell or went down and the way a tree falls when it is chopped or uprooted. This
comparison is used to vividly describe the sudden, uncontrolled, and heavy nature of person's fall.

iv) Why didn’t Judith Clarke just simply say that Kenny’s father had died?

Judith Clarke didn't just say Kenny's father had died because she wanted to describe it in a more
emotional and vivid way, comparing it to a tree falling to help readers feel the impact of the
event.

b) Many similes have been used throughout Chapter 1. Some of these are:

i) ‘He hated the look of his face in the mirror when he took them out; shriveled as a
gnome’s.’ (p8)

ii) ‘…tucking the parcel carefully inside the pocket of his jacket, where it fitted exactly,
like a birthday card onside its envelope.’ (p11)

iii) ‘…he was frozen, and despair had settled in his heart like icy sludge.’ (p15)

iv) ‘…the power hummed from his fingers like fierce electricity.’ (p23)

Complete the following for each of the similes above (i-iv):

a) What comparison is used in each of the similes above?

i) In this sentence, the author is comparing how Kenny feels about their face when
they remove their dentures to the look of a gnome's face. He dislikes how his face
looks without dentures, thinking it appears unattractive and wrinkled, much like
the wrinkled features of a gnome.

ii) In this sentence, the author is comparing how a parcel fits in a jacket pocket to
how a birthday card fits in its envelope. The comparison emphasises that the
parcel fits perfectly and snugly inside the pocket, like how a card fits in its
envelope.

iii) In the sentence "he was frozen, and despair had settled in his heart like icy sludge,"
the comparison being made is between the feeling of despair in Kenny's heart and
the characteristics of icy sludge. This simile is used to convey that the despair is
heavy, cold, and oppressive, much like how sludge made of ice would feel.

iv) In the sentence "the power hummed from his fingers like fierce electricity," the
comparison being made is between the sensation or effect of power emanating
from Kenny's fingers and the characteristics of fierce electricity. This simile
suggests that the power is intense, energetic, and electric in nature.

b) In your own words, explain the description or image that is being made.

i) The sentence describes how someone dislikes his appearance when removing
dentures, comparing it to a gnome's shriveled face. It conveys that his natural facial
features appear unattractive and wrinkled without the dentures.

ii) This sentence describes placing a parcel into a jacket pocket with great care,
emphasizing that it fits perfectly, like a birthday card fitting snugly inside its
envelope. It highlights the precision of the fit.

iii) This sentence portrays someone feeling frozen and overwhelmed by despair. The
comparison likens despair to icy sludge, emphasising its heaviness, coldness, and
oppressive nature within the person's heart.

iv) This sentence describes a sensation of power emanating from someone's fingers.
The comparison likens this sensation to "fierce electricity," suggesting that the
power is intense, energetic, and electric in nature.

c) Draw a picture of any two of these similes.

 i) ii) iii) iv)

3. Metaphor: A metaphor is a figure of speech that is a comparison (as in a simile) but where
one thing is said to be something else. Note that in a metaphor neither ‘like’ nor ‘as’ is used.

a) A good example of a metaphor can be found on page 11: ‘…and Dan’s face had crumpled
up in misery.’

i) What image comes to your mind with this description?

The sentence means that Dan's face showed extreme sadness and pain. It's as if his emotions
were so strong that they made his facial expression look like it had folded or twisted in response
to his misery.

ii) What word gives us the idea that this is a metaphor? (What is normally ‘crumpled
up’?

The word "crumpled" in the sentence "Dan's face had crumpled up in misery" gives us the idea
that this is a metaphor. Normally, physical objects, such as paper or fabric, are "crumpled up"
when they are folded or twisted, but in this context, it's used metaphorically to describe the
distortion of Dan's facial expression due to his emotional state.

iii) Explain the metaphor in this context.

The metaphor in this context is used to vividly convey Dan's emotional distress. It likens Dan's
facial expression to something physically folding or twisting, as if his misery has a tangible effect
on his face. The metaphor emphasises the depth of his sadness, showing how it seems to
physically contort his features, making him appear visibly upset and anguished.

iv) Try to draw or cut out from a magazine a picture of a face that is ‘crumpled up in
misery’.
 b) Metaphors have been used very effectively throughout Chapter 1.

Some of these are:

I. ‘Kenny felt a love that held a spark of anger deep inside…’ (p7)

II. ‘He’d never known that cold could hurt like this: a painful block of ice inside his
chest…’ (p19)

III. ‘…he saw now that that these were mere specks of dust in the kingdom of his life.’
(p25) [There is a mixed metaphor here!]

IV. ‘his foot held fast, a silly rabbit caught in a murderous trap.’ (p27)

Complete the following for each of the metaphors above (i-iv):

i) What comparison is used in each of these metaphors?

I. In the metaphor "Kenny felt a love that held a spark of anger deep inside," the comparison
being made is between the feeling of love and the concept of holding a spark of anger
deep inside. This metaphor suggests that Kenny's love is complex, containing an
undercurrent of anger or frustration beneath its surface, much like a hidden spark.

II. In the metaphor "cold could hurt like this: a painful block of ice inside his chest," the
comparison being made is between the sensation of cold and the feeling of pain. The
metaphor likens the cold to a "painful block of ice" inside the person's chest, emphasising
how extreme the cold feels and how it causes physical discomfort akin to having a frozen,
painful object within them.

III. In the metaphor "mere specks of dust in the kingdom of his life," the comparison being
made is between the insignificant nature of "mere specks of dust" and the broader scope
or significance of "the kingdom of his life." This metaphor suggests that the things or
issues being described as "mere specks of dust" are small and unimportant in the grander
context or perspective of the person's life.
 IV. In the metaphor "a silly rabbit caught in a murderous trap," the comparison being made is
between the person's foot and a "silly rabbit" caught in a "murderous trap." This
metaphor paints a vivid picture of the person's foot being trapped in a way that is helpless
and dire, just like a rabbit caught in a deadly snare.

ii) In your own words, explain the description or image that is being made.

I. In this metaphor, the description or image being conveyed is that Kenny's love is not
purely gentle or peaceful; instead, it contains an underlying emotion of anger. It's like
there's a hidden flame of anger within his love, suggesting that his feelings are
complex and may involve conflicting emotions.

II. In this metaphor, the description or image being created is that the cold is causing
intense physical and emotional pain. It's as if there's a solid and painful block of ice
inside the person's chest, emphasising the depth of their suffering due to the extreme
cold.

III. In this metaphor, the description or image being conveyed is that the things or issues
being referred to as "mere specks of dust" are incredibly insignificant and unimportant
when viewed in the larger context or scope of the person's life. It emphasises how
minor these things are in comparison to the whole of the person's experiences and
existence.

IV. In this metaphor, the description or image being portrayed is that the person's foot is
trapped firmly, just like a silly rabbit caught in a deadly trap. It conveys a sense of
helplessness, vulnerability, and danger, as if the person's situation is dire and they are
unable to escape from the trap that holds their foot.

iii) Draw a picture of two of these metaphors.

I. II. III. IV.

4. Alliteration: Alliteration is the repetition of the same consonant sound at the beginning of
following words. It helps to create an effective description and is used to create a special
effect.

a) A clear example of alliteration can be found on page 4 of the novel when Judith Clarke is
describing Kenny’s experiences in the classroom: ‘he hated school anyway: the shouting…
the whizzy whack of the cane…’ (p4)
 i. What is the effect of ‘whizzy whack’?

The use of "whizzy whack" in the text helps us feel the force of the cane hitting something quickly
and strongly. It makes Kenny's school experiences more vivid and intense for the reader.

ii. Why didn’t Judith Clarke just say that boys were caned in those days?

Judith Clarke used descriptive language like "whizzy whack of the cane" to make the reader feel
the intensity of the situation instead of just stating that boys were caned in those days. This
makes the story more engaging and emotional.

- Find other examples of alliteration on pages 7, 12, 16 and 19. Write them down and for
each alliteration you have identified, complete the following:

- ‘His ears ached, and water streamed stinging from his eyes.’ (p19)

- ‘Wandering through thickets of blackberry and lantana, ending in bogs and brambles or
great banks of quivering, rustling reeds’ (p12)

- ‘The small sticky leaves of the porridge got under his teeth, the teeth rocked slightly, then
slid back into place again’ (p7)

- ‘At his father’s funeral, when they were putting Dad in the ground, with Mum standing
there so white and still, and Dolly flinging herself down on the ground to scream…’ (P16)

i. Try to explain why the composer has used alliteration in each of these examples.

P19: The composer employs alliteration in the sentence "His ears ached and water streamed
stinging from his eyes" to emphasize the discomfort and pain experienced by the character. It
enhances the sensory imagery, draws attention to key words, and reinforces the theme of
hardship, creating a vivid and engaging narrative.

P12: The sentence describes a journey through challenging terrain, with the speaker wandering
through dense thickets of blackberry and lantana, encountering obstacles like bogs, brambles,
and swaying reeds. The use of vivid imagery portrays a challenging and potentially uncomfortable
trek through nature's obstacles.

P7: The use of alliteration in the examples "small sticky" serves to create a pleasing rhythm,
emphasize specific qualities, evoke sensory imagery, and enhance memorability. It adds depth
and texture to the language, making the text more engaging and impactful.

P16: Alliteration serves to enhance the emotional impact of the scene and draw attention to
specific moments or actions. It helps convey the gravity of the funeral, the mother's shock, and
Dolly's dramatic reaction, making the reader more deeply engaged with the story and characters.
 ii. What is the effect achieved by using alliteration here?

P19: The use of similar "s" sounds in "His ears ached and water streamed stinging from his eyes"
makes the pain and discomfort feel stronger, like the sound of rushing water, and it helps us
understand how the character feels.

P12: This sentence describes a journey through challenging terrain, with the speaker moving
through thickets filled with blackberry and lantana bushes, encountering obstacles like bogs and
brambles, and finishing at areas with tall, swaying reeds.

P7: The effect achieved by using alliteration in "small sticky" is one of engaging the reader's
senses, emphasizing specific qualities, creating rhythm, and enhancing the memorability of the
phrase. It contributes to a more vivid and impactful description.

P16: The use of alliteration in the passage intensifies emotions, vividly portrays characters, and
engages readers by repeating consonant sounds to emphasize the gravity of a funeral and the
reactions of the characters.

Chapter 2 – The City of Love: 1957

Language Study

Flashback – a scene in a film, novel, etc. set in a time earlier than the main story. It is a way to
remember something that happened in the past, to better explain the future.

This is an example of a memory flashback:

1) 1881. A soft hum of voices drifted through the open window beside them: teachers were
gathered inside that room, sorting books and planning timetables, writing ‘Tuesday,
February 2nd’, up on all the boards… Aunt May heard those voices and her dark eyes
flickered…Witches! She hissed into the room.
a) Why do you think this memory flashback has been included in this part of the story,
after walking past the school?

This memory flashback has been included to show the past traumas Aunty May had when going
to school. This gives us some background information of Aunties past life and how her past might
have affected how she has memory loss in her old ages. Symbolises a negative experience Aunty
May encountered. It explains how she thought of the teachers as withes, since they must not
have been very nice.

b) What does it tell us about school life in 1881?

School life in 1881 might have been depressing and very traumatising for the children who went
to school in those years, including Aunty May. School was much worse compared to today, many
punishments like smacking children when they are doing the wrong things were common but is
not allowed now. – Negative, harsh

c) What does it tell us about Aunt May?

In 1881, Aunt May heard teachers working nearby. She reacted strongly, calling them "witches."
This suggests she might have strong beliefs or a dramatic personality. She had strength and
resilience – symbol pf this, despite her dementia.

Characterisation - Characterisation is the way an author or a playwright describes or shows what

a character is like, looking at their personality, point of view, physical characteristics and
behaviours, etc.

1. How is Frances characterised? Explain using quotes from Chapter 2 - 1957 to support you.
(Be sure to show what she was like at the beginning of the chapter and how she may have
changed towards the end.)

Frances is characterised as a young little girl who always feel nervous and uncertain about
everything in her life. “Stayed there, her feet skipping on the carpet in a nervous little dance.” She
always feels scared due to how her older sister Clightie screams at her a lot – “What are you
standing there for,” demanded Clightie. Frances always picks on her sister to her parents because
she feels scared to stand up and tell Clightie how she really feels, she gets her parents to do the
job for her. From all this we can charactrise Frances as a young girl who always feels scared to
fight back with her sister, instead tells her parents what is happening.

a- Timid and shy

b- Overthinking
c- Paranoid
d- Bullied by her older sister because of her shy characteristics
e- Constantly prayers because she is anxious and worried about the world and everyone
around her
f- Confident in some aspects
2. How is Clightie characterised? Explain using quotes from Chapter 2 - 1957 to support you.
(Be sure to show what she was like at the beginning of the chapter and how she may have
changed towards the end.)
Clightie is characterised as a girl in her teen years who is very mean and bossy who has a crush on
this guy called Charlie. Every time she hears the phone ringing, she always picks it up thinking that
it might be Charlie trying to call her – “It could be him, Clightie thought whenever she heard the
phone.” She is also very mean towards her younger sister Frances – “It’s not going to be for you,”
hissed Clightie. From all this we can characterise Clightie as a young teenaged girl who has a crush
on a guy named Charlie and is always rude towards her younger sister Frances.

a- A bit more on the selfish side, and disrespectful especially towards Franics (she bullies her)

b- Not as confident as her sister (in some aspects

c- Older than Francis and is a bit more experienced, especially with school

Identifying similes and metaphors

1. Identify two similes from Chapter 2. For each simile:

2. A - “You sound like a- like a live mouse…”
3. B – “Thoughts in someone’s head to clothes spinning in a washing machine.”
a. Identify what is being compared.
A- In the sentence "You sound like a live mouse," the speaker is making a
comparison between "you" (presumably a person) and "a live mouse"
using a simile. In this case, the simile suggests that the person being
referred to has a voice or sound that is like the sound a live mouse makes.
B- This part of the comparison refers to the mental processes, ideas, or
thoughts that are occurring inside a person's mind. Thoughts are often
complex, varied, and sometimes chaotic, depending on the person's state
of mind.
b. In your own words, explain the simile.
A- The simile is used to describe the person's voice or sound in a way that
suggests it is very soft, high-pitched, or timid, resembling the small,
squeaky noises that a live mouse might make. Essentially, the simile is
comparing the person's sound to that of a tiny and delicate creature like a
mouse to convey a specific quality or characteristic of their voice or
sound.
B- This comparison says that a person's thoughts are like clothes being
mixed up in a washing machine. It means the person's thoughts are messy
and keep moving around a lot, making it hard for them to think clearly.
c. Explain why you think it is used.
 A- The phrase "You sound like a live mouse" is used to describe someone's
voice as very soft or timid, comparing it to the sound of a small, squeaky
mouse. It can be used humorously, playfully, or to highlight a person's
shyness or fragility.
B- This comparison likens a person's thoughts to clothes swirling in a
washing machine. It suggests that the thoughts are constantly moving and
mixed up, making it hard for the person to think clearly or find calmness.
4. Identify two metaphors from Chapter 2. For each metaphor:
5. A – “You don’t want to get to the pearly gates and have Him say, “Here’s that child who
kept me up all night, listening to her jabber.”
6. B – “She felt she could leave the ground and float upwards, away into the sky.”
a. What comparison is used in the metaphors identified?
A- The sentence suggests that you wouldn't want to reach heaven's gates
and have God say that you were the child who kept Him awake all night
with your non-stop talking. It uses "pearly gates" to mean heaven's
entrance and "jabber" to describe excessive chatter.
B- This sentence describes a feeling of lightness and freedom. The person
feels like they could rise from the ground and float upward into the sky,
as if they were weightless and soaring.
b. In your own words, explain the description or image that is being made.
A- In simple terms, the sentence warns against talking too much or saying
unimportant things in life because when you reach the gates of heaven,
you wouldn't want God to remember you as the person who talked so
much that it kept Him awake at night. It's a cautionary message about the
consequences of one's behaviour.
B- The sentence describes a feeling of weightlessness and freedom. It
portrays the person as feeling so light and unburdened that they believe
they could rise off the ground and float upward into the sky. This suggests
a sense of euphoria or transcendence, as if the person is momentarily
disconnected from the constraints of gravity and earthly concerns.

Chapter 3 – Reading Problems: 1954-1959

Language Study
Identifying similes and metaphors

1. Identify two similes from Chapter 3. For each simile:

A- “Her clothes smelled funny too – a strange musty smell like the cupboard under the sink at
home, where her mum once found a nest of mice.”

B-“Once she’d grabbed Vonny’s hair and dragged her right across the room, kicked the door open
and pushed her out, like a bundle of something, into the corridor outside.

a) Identify what is being compared and explain the simile.

A- In this simile, the author is comparing the strange musty smell of Vonny Cooney's clothes
to the smell of the cupboard under the sink at Frances' home.
B- In this simile, the author is comparing the forceful act of dragging Vonny across the room,
kicking the door open, and pushing her into the corridor to a "bundle of something.”
b) Explain why you think it is used.

A- The simile is used to vividly describe the unpleasant odor of Vonny's clothes by likening it to a
familiar and specific smell - the cupboard under the sink where mice once nested in Frances'
home. This comparison helps the reader to imagine the smell and relate it to something they
might have experienced, making the description more evocative.
B- This simile is used to emphasize the abrupt and forceful nature of the physical altercation
between Frances and Vonny. By comparing Vonny to a "bundle of something," the author
conveys the idea that Vonny was handled roughly and without care, creating a vivid image of the
forcefulness of the action. It helps readers visualise the scene and understand the intensity of the
moment.

2.Identify one metaphor from Chapter 3. For each metaphor:

A- "A tall girl with tangled bird's-nest hair"

a) What comparison is used in the metaphors identified?

The metaphor compares the girl's hair to a "bird's-nest."

b) In your own words, explain the description or image that is being made.

In this metaphor, the description of the girl's hair as a "bird's-nest" creates an image of her hair
being tangled, messy, and disheveled, like the way a bird's nest appears with its interwoven twigs
and materials. It emphasises the unkempt and disorderly nature of her hair.

Frances and Jeannie, as well as other children, are bullied by Voony Cooney. Judith Clarke
describes how the girls are treated.
Visual Imagery – graphic pictures created by colourful language features. Visual
imagery describes what we see.

1. “The big girl reached out and grabbed the hem of Frances’s new blue tunic between her
fingers. She flicked it up high, right to Frances’s waist so everyone in the playground could
see her underpants.” This visual imagery allows us to picture what is happening to Frances
and to image how harsh Voony Cooney is towards her, all to prove a point. Why do you
think Judith Clarke is being descriptive here?

Judith Clarke uses descriptive imagery in the passage to vividly depict an act of humiliation
inflicted by the character Voony Cooney on Frances. This serves to develop characters, evoke
emotions, set the scene, and advance the plot, enhancing the reader's engagement with the story
by making the characters and events more tangible and emotionally resonant.

2. Find 3 examples where Frances or Jeannie are being bullied by Voony Cooney. The
technique you are focusing on is visual imagery, so the evidence you find should allow you
to picture what is happening.
A- “Voony caught Frances on the way home from school and ripped two buttons from her
tunic. She put them in her mouth and rolled them round like lollies, then she spat them on
the gutter.” (P73)
B- “Jeannie stopped to get a drink of water and Voony rushed out and smashed her mouth
right down onto the bubbler.” (P73)
C- “The big girl stood right in front of Frances, her feet planted firmly apart, hands on hips,
and stared. ‘Do you know where babies come from?’ she demanded.” (P67)
3. For each of the examples you find, explain why Judith Clark is wanting us, the readers, to
be able to visually picture what is happening to the characters.

A- Judith Clarke uses vivid visual descriptions in the passage to illustrate Voony's cruel act of
ripping buttons from Frances's tunic, evoking emotions, intensifying conflict, and
enhancing the story's realism and reader engagement.

B- Judith Clarke vividly portrays an aggressive act by Voony towards Jeannie, where she
forcefully pushes Jeannie's face onto a water bubbler. The description serves to emphasize
Voony's aggressive and harmful behaviour, evoking strong emotions and highlighting the
conflict in the story.

C- Judith Clarke paints a vivid picture of the big girl's confrontational stance and intimidating
demeanor as she questions Frances about a sensitive topic. The description serves to
emphasises the big girl's assertiveness and creates a tense atmosphere in the scene.
Motif – A motif is a symbolic image, subject or idea that appears frequently in a story. Motifs can
be symbols, sounds, actions, ideas, or words. Motifs strengthen a story by adding images and
ideas to the theme present throughout the narrative.

- On page 70 of the novel, Vonny Cooney is described as someone who is powerful and
strong, even when being punished. She symbolises something that we have been
exploring - a wolf. Find the quote/paragraph where we can see this.

“Vonny was almost as tall as the teacher, and she stared right through her with those big dark
violet eyes. She didn’t seem a bit afraid, didn’t hang her head or make an excuses, didn’t say a
word, not even when the teacher suddenly slapped her heard across the face. The slap made an
odd thudding sound, as if someone has thrown a big heavy book down upon the ground.”

Characterisation:

1. How is Frances characterised in Chapter 3, compared to Chapter 2?

Frances is characterized in chapter 2 as a scared little girl who is afraid to stick up for herself,
especially against her older sister Clightie who always bullies her. She also did a lot of prayers
before sleeping due to her knowledge of the horrible society around her and her knowledge of
how many bad things could come her way and hurt herself and her family.

a. Is there much of a difference? Why? Find evidence to show how she is characterised
in Chapter 3.

Yes, Frances is characterised in chapter 3 much differently, Frances is now older and in high
school compared to how she was in primary school in chapter 2. In chapter 3 Frances meets her
wolf which is an older girl named Vonny Cooney and she bullies her often. Frances still stays
somewhat scared and frightened like she was in chapter 2 but now starts to get over her fears.
She is characterised as a girl in high school who is getting over her fears and becoming a changed
person.

b. What do we learn about her interactions with Vonny Conney and her curious nature
when she wants to learn more about her? What does this teach us about Frances,
considering we know she is fearful and afraid of many things?

Frances's interactions with Vonny Cooney and her curious nature reveal a multifaceted character.
While she may have fears and anxieties, her willingness to engage with others and her curiosity
about different people suggest a potential for personal growth, empathy, and a complex, evolving
character. These qualities make her a dynamic and relatable character within the context of the
story.
 2. How is Voony Cooney characterised? Explain using quotes from Chapter 3 – 1954-1959 to
support you. (Be sure to show what she was like at the beginning of the chapter and how
she may have changed towards the end.)

Voony Cooney is characterised as a “A tall girl with tangled bird’s-nest hair” and was an older girl
who went to the same high school as Frances. All though she was older she was in the same year
as Frances due to how she put no effort into her work and couldn’t even read and struggled to do
the simplest things – “Voony could take ten minutes to read a sentence from the school
magazine.” Voony bulled Frances numerous times throughout her high school life – “The big girl
reached out and grabbed the hem of Frances’ new blue tunic between her fingers.” Vonny
towards the end had a change in heart due to how several years later Vonny met Frances again
and didn’t tell her manager that Vonny was doing bad things so that she could keep the job, this
made Vonny and Frances become more closer in comparison from the start of the chapter.

3. Answer the following questions about Vonny Cooney to supplement your understanding
of the way Judith Clarke has characterised her:
a. What does Judith Clarke highlight to us about her lifestyle at home?

Voony Cooney's impoverished and challenging home life underscores her difficult circumstances.
This aspect of her character highlights her resilience and determination to navigate a tough
situation. It can also explain some of her struggles in academics and potentially contribute to her
bullying behavior, as people may react to adversity in differ.

b. What do we learn about Voony Cooney when Frances and Jeannie encounter her
teaching someone to read?

When Frances and Jeannie encounter Voony Cooney teaching someone to read, it suggests that
she possesses a level of patience and a desire to help others. This scene shows a different side of
Voony beyond her academic challenges and bullying tendencies.

c. Clightie says that, “Vonny Cooney isn’t dumb… You can be really cleaver and take
ages learning to read. Voony isn’t dumb; can’t you tell?” What does this repetition
highlight about Vonny Conney’s character?

Clightie's statement that "Voony Cooney isn't dumb" and emphasising that being slow at learning
to read doesn't equate to being unintelligent highlights Voony's resilience and potential. It
suggests that Voony may face challenges in certain areas, but she has other qualities that make
her clever in her own right. This repetition underscores the complexity of her character and
challenges stereotypes about intelligence.

d. What are we exposed to when we see her working at Woolworths?

Voony, after all those years, is finally trying to make money so she doesn’t have to live in such bad
conditions and can live the life she wants. She still can’t really read but learnt the phrases on what
to say from other workers rather than reading the signs she memorises what the others say.

e. Do your answers to a. and b. justify her actions and bullying? Explain your answer.
Voony Cooney's actions and bullying should not be justified by her academic struggles or her
efforts to teach someone to read. While these aspects of her character add depth and complexity,
bullying remains unacceptable behavior. Personal challenges or acts of kindness in one context
should not excuse or justify bullying behavior in another.

Chapter 4: Dhilkusha - 1975

In Chapter 4, we are introduced to Kanti and Raj, Indian boys who had to flee their country. They
used to live at a place called Dhilkusha. Dhilkusha “meant ‘place of the heat’s gladness’, and
that’s what Kampala had been for all of them.” Due to civil unrest, they fled to Africa, then
London and finally Australia. Racism and discrimination followed the family. This chapter explores
how the family deals with discrimination, but also how they deal with loss of life and a loved one.

Language Study
Listing – A number of connected items written one after the other.

Judith Clarke lists many things when describing a place or thing. For example, when she describes
the house in Dhilkusha, “…wide windows, the slatted shutters, the long verandah with the jasmine
twining round the rails…” (p. 104), she is listing what Kanti remembers about the house.

1. What is the significance of listing in this case?

Listing details about the house in Dhilkusha helps create a vivid picture, makes readers feel the
character's memories, sets the scene's mood, and is easier to understand. It can also symbolise
things in the story. So, listing is essential for storytelling in this case. This can help us imagine the
beautiful place Kanti and Raj used to live in before they had to flee to Australia.

- It provides vivid and sensory imagery to allow the readers to imagine what the place look
like.
2. Can you find another example of listing in chapter 4? Write it down.
When you walked through the door you saw the counter with the trays of lollies under glass, the
ones little kids bought with their pocket money: mint-leaves and musk-sticks, cobbers and
freckles and footie bubble-gum. (p.109)

The sentence describes a candy store's entrance with a variety of nostalgic lollies that children
typically buy with their pocket money.

Senses of Imagery:

1. Tactile refers to the sense of touching things. Tactile imagery describes how things feel
to the touch.

Example: “he could feel the smooth warm boards beneath his bare feet” (p.104)

2. Olfactory refers to that which we can smell. Thus, olfactory imagery refers to
descriptions of smells and odours.

Example: “smell the scents of roses and jasmine and sweet wet earth” (p.104)

3. Auditory imagery is the use of descriptive language to create imagery that appeals to
our sense of hearing. It refers to what we 'hear' in our mental image.

Example: “Even now Kanti could remember how all the noise had seemed to come from
outside; inside the carriage there was a deep human hush, a sorrowful breath indrawn.
(p.107)

4. Gustatory Imagery is used to describe things that we can taste. It helps to create
a mental image so the reader can imagine what something tastes like.

Example: “little kids bought with their pocket money: mint-leaves and musk-sticks, cobbers
and freckles and footie bubble gum.” (p.109)

5. Visual imagery describes what we see.

Example: “At the door of their own carriage, another traveller pulled them back and the
big solid bodies of strangers hid them from the soldiers’ sight… She had blood on her ears,
trickling down over the lobes where her ear-rings had been. (p.106)

a. Find one more example of each of the senses of imagery listed above.

Tactile imagery: “Warm hands had covered Kanti’s eyes; he had seen, all the time.” (p.106)
 - “turning the pages of the book” – to get us to feel what the book would feel like as we
have all turned pages of a book – creates suspense to know what the ouse looked like and
if it actually Dilkusha.

Olfactory imagery: “Kanti took a deep breath. He could almost smell the sweet scent of those
small white blossoms, drifting through the windows of his old bedroom.” (p.100)

- “the sewers” – imagine smelling horrible sewers

Auditory imagery: “’Shh’, whispered Kanti, trying to calm him. ‘Mrs. Hopkins believes you now.’”
(p.102)

- The sound of the train and people worrying/screaming – shows how stressed and anxious
the people were to leave the country due to civil unrest.

Gustatory Imagery: “Mrs. Hopkins might think such an angry speech hysterical; she could even
think, like their neighbour Mrs. Twoomey, that the spicy food his people ate heated up their
blood.” (p.99)

- “samosas and bhjais and a jar of mango pickles” – allows us to imagine eating traditional
food – links back to the beauty of culture.

Visual imagery: ”He’d seen his mother standing, screaming. She had blood on her ears, trickling
down over the lobes where her earrings had been.” (p.106)

- the red scarf that got caught on the broken window – emphasises the sad reality that
occurred, that the sister was thrown out of the window – Rekha.

b. For each of the examples you find in (a), explain why Judith Clark is wanting us, the
readers, to be able to use our senses to understand what is happening to the
characters. What is the purpose?

Tactile Imagery: By describing "warm hands" covering Kanti's eyes, this tactile imagery allows
readers to feel the sense of touch and the comfort Kanti experiences. It conveys a sense of care
and protection.

Olfactory Imagery: When Kanti takes a deep breath and can almost smell the sweet blossoms,
this olfactory imagery immerses readers in a sensory experience, evoking memories and emotions
associated with scents. It creates a nostalgic and atmospheric setting.
Auditory Imagery: The whispered "Shh" and Kanti trying to calm someone utilize auditory
imagery to engage the sense of hearing. It conveys the need for quiet and reassurance in a
specific moment of the story.

Gustatory Imagery: Mentioning "spicy food" and how it might affect people's blood heat engages
the sense of taste and, to some extent, connects cultural perceptions. This helps readers
understand the character's cultural background and how it's perceived by others.

Visual Imagery: The description of Kanti's mother standing and screaming with blood on her ears
provides a vivid visual image that is meant to be emotionally evocative. It enables readers to see
the traumatic scene through Kanti's perspective.

Characterisation:

4. How is Kanti characterised in this chapter? Explain using quotes from Chapter 4 – 1975 to
support you. (Be sure to show what he was like at the beginning of the chapter and how
he may have changed towards the end.)

Kanti is characterised in chapter 4 as a well-spoken guy in around his teenage years. He is seen
standing up against Mrs. Twoomey and teachers at school for his younger brother Raj – “Raj isn’t
bad,” (p. 98) said Kanti. Kanti also is shown as a very respectable and calm person and is someone
who uses manners when he is talking, even if it a person who is racist and hates his brother –
“May I see the picture,” Kanti had said to Mrs. Hopkins who didn’t like people of colour. Towards
the end we finally see a soft side of Kanti whiles he cries to Kenny and his mother about what
happened to his sister and family – “Kanti’s hand trembled, drops of Coke spilled from his glass,
and he began to cry.”

- Refugee
- Levelheaded and more understanding
- He can control his emotions – “here Kanti caught himself up sharply; he heated the way
he’d begun to think like this.” (p.103)
- Sense of morality – perceptive of others
- Empathy towards others – “Kanti could see that now. A silly kid’s face flushed with a kind
of pride. The sort of pride someone very poor and despised and young could feel.” (p.133)

5. How is Raj characterised in this chapter? Explain using quotes from Chapter 4 – 1975 to
support you. (Be sure to show what he was like at the beginning of the chapter and how
 he may have changed towards the end.) Pay particular attention to his dislike for the
colour red, and what trauma is associated with it and what happens after he reveals his
dislike for it.

Raj is characterised in chapter 4 as the younger brother of Kanti and as someone who gets into a
lot of fights and is very aggressive especially amongst those who are racist. At the start of the
chapter Raj ended up getting a fight Gary Burns who is one of the popular kids at his school
because he didn’t believe that Raj would live in a big and fancy house like the one in the book at
school. – “Gary Burns said, ‘In your dreams!’’ Raj really dislikes the colour red because that was
the colour his younger sister Rikha wore when she was killed by being thrown out by the soldiers,
this gave trauma to Raj for the colour. Towards the end when he opens up about the reason for
disliking the colour red he has a slight change of heart and seems more of a fragile and delicate
person.

- Refugee who is finding it difficult to belong – he is quick to anger and responds with
violence -> he doesn’t know how to control his anger/emotions because of what
happened to his sister and everyone around him being racist. “Confronted. Kanti knew at
once there’d been another fight.”
- He has trauma – “Red… Rekha was wearing red – in that train.” – doesn’t like the colour
red.
- Compassion and sadness – towards the end of the chapter.
- Young and very impressionable

We see the racism and harsh reality that Kanti and Raj’s family faced when they moved to
Australia, and still do.

Example: “The way the teacher’s face puckered then, screwed up with distaste, reminded Kanti of
Mrs Twoomey again… ‘Of course I know Raj can’t help himself’… ‘It’s in his blood, isn’t it? Their
blood is hotter than ours.
Their mother had been upset by that remark. ‘All blood is the same’ she’d said to Mrs Twoomey…”
(p.102).

a. What technique(s) have been used in their extract?

The extract uses dialogue and indirect characterisation as techniques. It also touches on the
theme of prejudice and racial bias.

- Rhetorical question, dialogue, visual imagery and a quite sarcastic and ignorant tone
 b. Why do you think Mrs. Twoomey said that about Raj? What is she trying to imply about his
race?

Mrs. Twoomey's comment suggests racial prejudice and stereotypes. She is implying that Raj's
behavior or temperament is influenced by his race, specifically suggesting that people of Raj's
ethnicity have "hotter" or more temperamental blood, which is a harmful stereotype and a form
of racial discrimination. She is essentially making an unfair generalization about Raj based on his
ethnicity.

- Raj is different in a negative way, she is implying that he is uncivilised and uneducated
c. Describe what the significance of the mother’s response to Mrs. Twoomey – “All blood is
the same”. What is she trying to prove?

The mother's response, "All blood is the same," is a powerful statement that rejects the racial bias
and prejudice expressed by Mrs. Twoomey. The mother is trying to emphasize the fundamental
equality of all people, regardless of their race or ethnicity. She is challenging the stereotype and
discrimination by asserting that there is no inherent difference in people's blood based on their
race. It's a statement that promotes equality and stands against racial prejudice.

Symbolism - is the use of symbols to signify ideas and qualities by giving them symbolic
meanings that are different from their literal sense.

Personification - is a figure of speech in which an idea or thing is given human attributes and/or
feelings or is spoken of as if it were human

1. Symbolism has been used by Clarke in reference to Rekha. Throughout the whole chapter,
it was taboo to say her name or to even mention her, because of the trauma that is
associated with her death. However, at the end of the chapter, Raj exclaims why he doesn’t
like the colour red “…because of Rekha… Yes! Rekha! She had a red dress and red ribbons,
here –“(p.123).
a. Why do you think Clarke decided to reveal or rather, bring Rekha from the shadows
at the end of the chapter?

Clarke may have revealed Rekha at the end of the chapter to emphasize the emotional impact of
her death on the characters. By keeping her name taboo throughout, he builds suspense and
highlights the significance of her memory. The mention of her and the red dress adds depth to the
trauma and its association with the color red, making the reader feel the characters' pain more
intensely.
 2. “And as they sat there on the sofa, Kanti had a strange sense that their small cramped
living room had suddenly grown larger; their walls swept back, the ceiling risen high above
their heads”(p.124).
a. What is the symbolism behind this and why has she personified the living space?

The passage symbolises a change in perspective and emotional transformation. By personifying

the living space, it reflects the characters' shifting emotions and mindset. The room becoming
larger suggests a newfound sense of openness and possibility, possibly signaling a change in their
relationship or circumstances, as if their burdens or constraints have momentarily lifted. It
conveys a sense of relief and hope.

b. Describe what effect this has on the characters as well as the responder.
The effect of the living room's transformation on the characters is a heightened sense of
emotional connection and liberation. It suggests that they are experiencing a moment of intimacy
and shared understanding, perhaps letting go of past grievances or finding solace in each other's
presence.

For the reader, this passage creates a powerful emotional impact. It draws the reader into the
characters' experience, making them feel the shift in atmosphere and the depth of the characters'
emotions. It can evoke a sense of empathy, hope, or even relief, as the characters seem to find a
brief respite from their troubles. This technique engages the reader's emotions and invests them
in the characters' journey.

Chapter 5: 1991 – Jerusalem the Golden

In Chapter 5, Frances has moved to Iraq and is living there with her son, Gabriel and husband who
has been called away to Tel Aviv. We see her struggle with the absence of her husband, in a
country where war might break out at any moment, and her son unaware of the severity of a war.
This chapter deals with the uncertainty and unpredictable nature of life and hope for a better and
safe future.

Language Study Activities

Themes - A literary theme is the main idea or underlying meaning a writer explores in a novel,
short story, or other literary work. The theme of a story can be conveyed using characters,
setting, dialogue, plot, or a combination of all of these elements.
In simpler stories, the theme may be a moral or message: “Don’t judge a book by its cover.” In
more complex stories, the central theme is typically a more open-ended exploration of some
fundamental aspect of society or humanity.

Themes evident in chapter 5:

- uncertainty and unpredictable nature of life

- fear
- hope (hope for a better/safe future)
- family relationships

Characterisation:

6. How is Frances characterised in this chapter, now that she is 45 years old? Explain using
quotes from Chapter 5 – 1991 to support you. Does she still have the same
qualities/characteristics she had when she was young or is there a significant change.
Justify your answer.

Frances is characterised in chapter 5 as a married women who married Nathan when she was
around thirty and had a boy named Gabriel, she also taught English in Iraq. – “Frances taught
English on a kibbutz; there she met and married Nathan, and four years later their son Gabirel
was born.” (p.127). While she lives in Iraq, she gets judged by the Arabs for not being Arab and for
being a foreigner from Australia. – “Some doors slam in her face and angry voices tell her of;
bellow out that she’s a traitor and an Arab-lover and a foreigner, too.” (p.128). Compared to
when she was young, Frances is seen to be calmer and not always be too sensitive and shy like
she was before, but she stills gets somewhat upset for being called a foreigner. Before she used to
get worried for the littlest things and used to pray a lot to protect her family and now, she has
settled down a little. But she still feels protective over her son and wants what’s best for him. –
“But you stay in the car, okay? You stay here and I’ll be back in a moment.” (p.145).

- She is more paranoid about her surroundings and safety of her son
- She is more relaxed and easy going with her son – not strict

7. Although we read about Clightie briefly, how is she characterised in this chapter? Explain
using quotes from Chapter 5 – 1991 to support you. Does she still have the same
qualities/characteristics she had when she was young or is there a significant change.
Justify your answer.
Clightie is characterised in chapter 5 as a soon to be grandmother who is afraid to become one
since she thinks she is too young at around fifty years old. – “But Clightie can’t get used to the
idea of being a grandmother. How can she be?” (p.143). She fears getting old and misses the
olden days when she was pretty and young as a teenager and feel depressed when she looks at
her middle-age face. – “In the mornings when she combs ger hair in front of the mirror her
middle-aged face is always a surprise.” (p.143). There is some changes to her from before now
she is always worried about Frances due to how she lives in Iraq now and she really misses seeing
her sister and is scared she might be killed due to the war in Iraq. – “What if Clightie never sees
her again, never in this world? Never hears her little sister’s voice again, even on the telephone?”
(p.140). This is much different from before because she used to always get angry and young
Frances and always got her in trouble, but now she has completely changed.

- Same angry person, overprotective and scared to get older.

- “If you’d marry him you’ll be living here” – Clightie says this to Francis as she wants her
sister to be safe.

Allusion - An allusion is a reference, typically brief, to a person, place, thing, event, or other
literary work with which the reader is presumably familiar.

Example: “But all this was Before. Now it’s January 1991. To the north, Iraq has invaded Kuwait;
as the months trick by, and negotiations fail, everyone knows another war is coming. In a few
days it will be here.* (p.129)

1. What is the example alluding to?

The example you provided is alluding to the historical events that occurred in the early 1990s,
particularly the Gulf War (also known as the First Gulf War) that took place in 1990-1991. In this
passage, the narrator is describing the situation in January 1991, where Iraq had previously
invaded Kuwait. The reference to negotiations failing and the impending war indicates the
buildup to the Gulf War, which ultimately began in January 1991 when a U.S.-led coalition
launched Operation Desert Storm to liberate Kuwait from Iraqi occupation.
The ordinary life before the war started. *Gulf war*

2. Why is it important for us, as the readers to have a basic understanding of what is occurring
in Iraq, during 1991?

Understanding the Iraq events in 1991 is crucial for readers. It helps set the story's background,
creates emotions, and adds meaning. The passage hints at an upcoming war, making it more
engaging and meaningful for readers.
It provides context for why Francis is afraid/paranoid about a ware breaking out.
 3. How does this impact our response to the situation Frances and her family are in?

Having knowledge of the events in Iraq in 1991 impacts our response to the situation of Frances
and her family by making us more aware of the dangers and uncertainties they may face. It
creates a sense of urgency and concern for their well-being, as we understand the backdrop of an
impending war and its potential consequences. This knowledge can heighten our empathy and
engagement with the characters' experiences and challenges.
It allows us to understand what they were going through during the pre-war period. E.G. fear of
losing their homes, belongings, families and even their lives at moments.

4. Find another example where Clarke alludes to something or someone in this chapter, and
what significance it might have on us, the readers.

“Outside Frances’s windows domes and minarets and spires float in a miraculous yellow light;
Jerusalem the Golden, as she always calls it, has became her home.” (p.127)

The passage describes the beautiful and symbolic scenery of Jerusalem from Frances's
perspective, emphasising her connection to the city. It immerses readers with vivid imagery and
adds cultural and personal depth to the story, fostering an emotional attachment to the character
and the setting.

Personification - is a figure of speech in which an idea or thing is given human attributes and/or
feelings or is spoken of as if it were human

3. Example: “…King of Jordan. It’s unfinished, only partly built when the Israelis took that
piece of territory…it stands, every morning, patient on it hill (p.133).
“Angels and ministers of grace, defend us.”
“What if she dies first and Gabe is left on his own…”
c. Why is she personifying the statue of the King of Jordan?

The personification of the statue of the King of Jordan serves to emphasize the statue's symbolic
and enduring presence. By describing it as "patient on its hill," the author attributes human-like
qualities to the statue, suggesting that it stands as a silent witness to the ongoing political and
territorial conflicts. This personification highlights the significance of the statue and its resilience
in the face of historical events, adding depth and meaning to the narrative.
Alluding to the prayer that her Aunt May daughter her when she was young. It shows how she
prays this prayer for protection.
This alludes to the potential
reality that might occur during a war.

d. What does this reflect about society and the current situation?
The personification of the King of Jordan's statue reflects the endurance of cultural symbols in the
face of conflict, symbolising the resilience and complexity of societal issues. It serves as a
reminder of historical disputes and their impact on the present situation in the region.
Makes the statue sound like it’s a person and waiting to be finished by the Israelis – he holds a lot
of significance to the people.

4. Find another example of personification in this chapter (it could be a thing, place or time).
a. What purpose does Clarke have in personifying that ‘thing’ you identified?

“There’s a silence in the market that’s whole as milk.”

Clarke's personification of the "silence in the market" as "whole as milk" serves to create a vivid
and evocative image. This personification brings the concept of silence to life, making it tangible
and sensory for the reader. It adds depth to the description and helps convey the profound,
undisturbed quietness in the market, enhancing the reader's understanding and connection to
the scene.

“His hand shoots forward and grabs a fist of her skirt” (p.134)

It is to describe how Gabe grabbed his mothers skirt showing the urgency and he felt that
something bad is going to happen.

Repetition- the action of repeating something that has already been said or written.

1. Example: “…King of Jordan. It’s unfinished, only partly built… Unfinished like the lists of
signatures she was gathering for peace. Unfinished, like Gabriel.
a. Why does Clarke repeat unfinished in the example above?

Clarke repeats "unfinished" to connect physical and symbolic aspects, highlighting the pervasive
theme of incompleteness and uncertainty in various elements, like the King's statue, peace
efforts, and possibly a character named Gabriel.
Emphasises that everything she is describing is incomplete – drawing attention that the place is
only partially built, kind of like the signatures that she is collecting for peace, it is incomplete and
unfinished. Represents current climate and lifestyle Things might not actually finish because of
the constant conflict that arises there.

b. What meaning is she trying to portray and how might it reflect Frances’ own life?

Clarke's repetition of "unfinished" suggests a theme of incompleteness and uncertainty, mirroring

Frances's own life. This may reflect Frances's experiences, perhaps her personal or emotional
journey, as well as her efforts for peace, which may feel unresolved or incomplete, just like the
King's statue and the peace signatures.
Reflects how she is worried about er life with Gabe here without her husband, 3ho has gone to
fight/protect in Tel Aviv. It will only be ‘finished’ once the war is over and they are reunited.

2. Find another example of repetition in this chapter (it can be something the character says
or an idea or symbol).
a. explain its significance and why it is used.

“I’m sorry, I’m sorry,’ she whispers helplessly.

The significance of the line "I'm sorry, I'm sorry," lies in its expression of remorse, helplessness,
and emotional distress. It is used to convey the France's feelings of regret or guilt, likely in
response to something they have said or done. This line helps readers connect with the character
on an emotional level and understand their inner turmoil or the gravity of the situation. It adds
depth to the character and the narrative, enhancing the reader's empathy and engagement with
the story.

“Don’t they know what’s happening in the world? Don’t they know about the war that’s coming?”
– Shows Clightie’s frustration at the girls who are ignorant to hat is happening in the world,
beyond theirs.

“Suddam Hussein’s a Loony” – shows the innocence of the child and that he is not afraid of what
is going on.

Extension Task – PETAL paragraph (200-300 words)

How does Judith Clarke show that everything will be alright with Frances and Gabriel, when they
are at the markets? Write a PETAL paragraph looking at the theme of fear and hope. Use at least
TWO pieces of evidence from the chapter to support you. TWO ETA’s

Judith Clarke shows that everything will be alright with Frances and Gabriel when they are at the
markets by giving us a sense of hope for the future of Frances and Gabriel. This is due to how they
were safe and not harmed when doing the dangerous act of going to the market in the midst of a
dangerous war that is to come. At first Frances feels frightened by the chant that Gabriel was
shouting out loud in which was an old chant which was against the Arabs at that moment –
“Hussein’s a loony!” in which she replies with – “Gabriel stop!” From this exclamation mark we
can somewhat imagine the fear in her voice while he was chanting. Clarke wants us to feel that
not everything in the world goes how we want it to and wants us to understand that war is not
something shocking and that if we are in the midst of war we should not start to jump to
conclusions and that we should have hope in ourselves and others around us. Another way Judith
Clarke shows that everything will be alright with Frances and Gabriel is with how Frances slowly
changes from being an always paranoid mother to someone who understands life a bit more.
Frances feels paranoid at first with Gabriel when he starts chanting but when she realizes that
everyone around her laughs and is kind instead of being quick to judge it makes her feel better. –
“They think he’s funny, this silly little boy. Funny that’s all.” From this quote the way that Gabriel
is described as “funny” and “silly” gives us an understanding of how Frances shouldn’t have
jumped to conclusions too quickly and that even if some people are mean to you for being an
outsider, not everyone is like that giving us a sense of hope. Through the sense of hope that
Judith Clarke gives us for the future of Frances and Gabriel, it shows that everything will be alright
at the markets.

Chapter 6: 2002 – Chocolate Icing

Chapter 6 is set in 2002. We are introduced to James and his younger brother David who are
Clightie’s grandchildren. Their parents, Jessie and Simon are constantly arguing. James learns how
to deal with their parent’s Noise, which unsettles him, as he is worried and frightened his parents
would leave each other and if they leave home, they may not return.

Language Study Activities

Characterisation

How is James characterised in this chapter? What do we learn about him?

James is characterised in this chapter as the oldest of Clightie’s two grandchildren. James is the
older brother of David whose nickname in the book is ‘Davie’. James is aware and is cared of how
his parents are not getting along as good anymore and are always fighting each other at night. –
“He wished he wasn’t so scared of it,” (p. 154). Davie is very scared when he hears the shouting,
so James helped him out and told him that they were just rehearsing for a play and Davie believes
him. To stop him from hearing the noise James gave him earplugs nicknamed ‘The Dream
Machine’ to stop him from hearing the noise. Near the end James has a vision of young 14-year-
old Kenny riding his bicycle trying to find a job to help his family out. – “His name was Kenny;
James was sure of that. And Kenny could see him too; he was looking right at the window where
James stood, smiling at him, raising his hand in a small salute,” (p. 172).

Symbolism

Describe the symbolism of the chapter’s title: Chocolate Icing.

When James was younger, he used to love to lick the excess chocolate icing from when his mum
made cakes and he also loved chocolate iced cakes. This is the same with Davie, he used to love
doing this too but now that they are both older, they don’t like it too much anymore. After the
parents’ fight and the mother when across the road from their house to the beach, James opened
the bin to throw away a broken piece of fine China, he saw a flipped over smashed chocolate iced
cake which his mother made for them before the fight, but it was all wasted and ruined.

Theme

There are a few themes present within this chapter.

- Fear
- Uncertainty
- Overcoming hardships
- Family relationships (family breakdown)

For this chapter you will need to identify techniques, its evidence and explain the impact/effect of
that technique in relation to what the author is trying to communicate to us through the use of
that technique.

Page 154 passage:

The Noise seemed a small thing beside a bad trouble like that. He shouldn’t be so scared. IT
seemed big to him though – a different kind of badness, James thought suddenly, and somehow,
he knew Kenny had never known this particular kind of fright. Perhaps that might even be the
reason he’d been able to be brave.

1. Identify one technique used in this passage.

- Personification: The noise of James’ parents fighting is personified as a big scary figure
who is afraid of. It is being heard and aggressive in which is the wolf of the chapter.
- Metaphor – The noise is described as bad and frightening.
2. Why has the composer used this technique? What effect is she trying to create for her
responders?

The composer uses this metaphor to convey the emotional impact of the noise on James. By
describing the noise as a "badness" and something frightening, the composer is trying to convey
the idea that the argument or conflict between James' parents is not just a trivial disturbance, but
something deeply disturbing and unsettling to James. It helps the readers to understand the
intensity of James' fear and the gravity of the situation from his perspective. The metaphor also
 serves to create a vivid and evocative image in the readers' minds, making them empathize with
James and his emotions in that moment.

Page 155 passage:

He didn’t know exactly what would happen, only that this was the feeling the Noise gave him:
a knocking like warning in his heart, that something bad would come. Something far worse than
Noise.

The very first time he’d heard it, James had been six, a year older than his brother Davie
was now. When it woke him, he’d get confused; he’d thought it as thunder, a storm coming in
from the sea. Then he realised it couldn’t be – there was no lightning flashing through the
curtains, and the sea sounded sweet and calm. He’d sat up very straight and listened hard. When
he’d worked out he was hearing his mum’s and dad’s voices yelling at each other, fighting; he’d
been so scared he’d wanted to crawl under the bed.

It was a long time before he heard he Noise again; he’d been almost eight by then. Now
the time between was getting shorter; he’d be eleven next birthday and the Noise was coming
every second week.

1. Complete the following table using the above passage from page 155. Identify 3 techniques
used and explain its effect.

Theme Evidence (quotes from Technique Why has the composer used this
the book) technique? What effect is she trying to
create for her responders?

Fear and "a knocking like warning Simile The simile creates a vivid image of fear
uncertainty in his heart, that and unease in James. It helps readers
something bad would understand the intensity of his fear.
come."

Family "he’d thought it as Metaphor The metaphor of the storm conveys the
relationship thunder, a storm coming tumultuous nature of his parents'
breakdown in from the sea." arguments, helping readers visualise
the intensity of the conflicts.

Overcoming "It was a long time Repetition The repetition of the phrase "he heard
before he heard the the Noise" and the mention of his age
Hardships Noise again; he’d been and the frequency of the Noise's
almost eight by then. occurrence highlights the pattern of
Now the time between hardships he faces and his ability to
was getting shorter; endure and overcome them as he
he’d be eleven next grows older, demonstrating his
birthday and the Noise resilience and determination.
was coming every
second week."

2. Write a PETAL paragraph on the following question.

How does Judith Clarke highlight the fear and uncertainty that is associated with family
breakdowns? Use the information from the table above to support your answer. At least 2 pieces
of evidence is need.

In Judith Clarke's narrative, the theme of fear and uncertainty is effectively conveyed through
various literary techniques, particularly similes and metaphors. The first piece of evidence, a
simile, is found in the line, "a knocking like warning in his heart, that something bad would come."
This simile vividly illustrates the intensity of fear and unease experienced by the central character,
James. By likening his apprehension to a "knocking like warning in his heart," the composer allows
readers to envision the depth of James's fear, eliciting a profound emotional response. The
second piece of evidence, a metaphor, is presented as "he’d thought it as thunder, a storm
coming in from the sea." This metaphor effectively conveys the turbulent nature of James's
parents' arguments and visualizes the intensity of the conflicts. Comparing the family discord to a
thunderstorm emphasizes chaos and unpredictability, aligning with the theme of fear and
uncertainty associated with family breakdowns. The metaphor paints a picture of an impending
emotional storm that James faces within his family, making the theme more palpable. Through
these similes and metaphors, Judith Clarke enhances reader empathy for the characters and
deepens their understanding of the emotional turmoil within the family as they grapple with fear
and uncertainty during the breakdown.

Complete the following table, this time, finding your own evidence from the book to complete the
table. You need to provide at least 2 pieces of evidence per theme.

Theme Evidence (quotes from Technique Why has the composer used this
 the book) technique? What effect is she trying to
create for her responders?

Fear and 1. Chapter 1, p.23: 1. Foreshadowing 1. The composer uses foreshadowing to

uncertainty ‘The words sent create suspense and anticipation, making
2. Action and
a thrill of fright readers expect that something unsettling
Dialogue
down Kenny’s will happen. Readers experience
spine. They suspense and heightened fear as they
weren’t strange anticipate an impending threat or event.
in themselves; 2. The composer uses action and
they were dialogue to intensify the sense of
ordinary and urgency and desperation in the scene,
familiar. But making it more vivid and engaging.
they were Readers are drawn into the scene,
wrong her, feeling the urgency and fear as James
wrong from the desperately calls for his mother,
stranger.” enhancing their emotional connection to
2. Chapter 6, the character and the story.
p.169: “James
jerked the
kitchen door
open and ran
across the lawn.
‘Mum!’ He was
shouting.
‘Mum! Mum!
Mum, don’t!
Mum, come
back!’ He knew
she’d never
hear him, not
with the wind
and the roaring
sea.”
Overcoming 1. Chapter 2, p.48: 1. Dialogue and 1. The composer uses dialogue to convey
Hardships “It sounded Descriptive the character's gratitude and affection.
right. ‘Oh, Language Descriptive language emphasises the
thank you,’ she warmth and closeness of the moment.
2. Symbolism in
said gratefully, Readers feel the character's emotions of
Dialogue
throwing her thankfulness and affection. The
arms around descriptive language enhances the
her great aunt, reader's understanding of the character's
giving her a relationship with her great aunt, creating
giant hug.” an emotional connection.
2. Chapter 5, 2. The composer uses symbolism in the
p.149: “ ‘We’re dialogue to represent hope,
in always,’ permanence, and the idea of returning
Frances tells to a better place. Readers understand
him. ‘And now the symbolic meaning of "Jerusalem the
we’re going Golden" and "ringing up Aunty Clightie,"
back to fostering a sense of optimism, hope, and
Jerusalem the the possibility of reconnecting with
Golden to ring family. The dialogue carries a sense of
up Aunty hope and reassurance.
Clightie.’ “

Family 1. Chapter 6, 1. Imagery and 1. The composer uses imagery and

Relationships p.155: “When Descriptive descriptive language to intensify the
he’d worked Language portrayal of the parents' conflict and
out, he was James's fear. It vividly describes the
2. Descriptive
hearing his unsettling situation. Readers can
Language
mum’s and visualise the tension and fear within the
dad’s voices family. The descriptive language
yelling at each enhances the reader's emotional
other, fighting; connection to the character and the
he’d been so distressing situation.
scared he’d 2. The composer uses descriptive
wanted to crawl language to convey the family's
under the bed.” closeness and comfort. It illustrates the
 2. Chapter 4, warm, unified nature of the family.
p.124: “They Readers can feel the warmth and unity
huddled within the family, enhancing their
together on the emotional connection to the characters
sofa, Raj on his and understanding of the family's bond
mother’s lap, and support for each other.
Kanti close
beside her.”

Handout 7

Examples of wolves in Wolf on the Fold

The following are just some of the many examples of figurative 'wolves' (predators, threats, etc.)
posed upon innocents in Wolf on the Fold. Provide at least one example of each of these from the
text.

The wolf factor / Specific example from text Example of resilience

threat (rising to the challenge)

Poverty The poverty faced by the family as they
struggle to make ends meet and provide
for their children.
“The Sinclairs had always been poor and
scraped along as best as they could; now
they were poorer still.” (p.3, Chp.1)
Despite their poverty, the characters
work tirelessly, taking on odd jobs
and finding creative ways to make
ends meet. They refuse to succumb
to despair and continue to strive for
a better life.
Kenny Sinclair due to being the
oldest boy had to set out for work in
the middle of winter in the Great
Depression to provide food and
money for the family after the
father’s death.

Hunger The constant hunger that gnaws at the The characters pool their resources,
characters as they endure difficult times, share what little food they have, and
 struggling to put food on the table.
“Hers wasn’t her bowl was only half full,
or less. She’d got like this since their dad
had died; giving everything to him and the
other kids.” (p.7, Chp.1)
War The devastating impact of war on the
community, as they face the destruction
and chaos it brings.
“She doesn’t know what will happen in the
coming war, but she doesn’t feel quite so
afraid.” (p.149, Chp.5)
Disease The threat of a deadly disease spreading
through the village, leading to illness and
death.
“The dread she’s been fighting back comes
rushing over her again. What if she dies
first? And Gabe’s left on his own, lungs
burning, struggling for each agonising
breath, choking, terrified, all by himself.”
(p.131, Chp.5)
even start a small communal garden
to combat hunger. They show
tenacity in their efforts to ensure
everyone has enough to eat.
Despite the Kenny’s mother always
being hungry she always never eats
enough and puts her kids first eating
last everyday.
During war, the community comes
together to build makeshift shelters
and fortify their defenses. Their
determination to protect their homes
and loved ones demonstrates their
resilience.
Frances and her son are living
amongst the danger of war in which
could end up leading to their death.
Frances’ husband had to leave to go
serve in the war, despite this Frances
isn’t that worried and knows what is
to come she will be ready for.
When disease threatens the village,
the characters work together to care
for the sick and implement safety
measures. Their collective efforts to
contain the illness and provide
support showcase their resilience.
The character's concern about what
would happen if she were to die first
and leave Gabe alone with his own
struggles showcases the strength of
her emotional resilience. Despite her
fear, she is considering the well-

Death The frequent occurrences of death,
particularly the loss of loved ones, which
the characters must grapple with.
“He was just fourteen. Three weeks ago,
his dad had died, fallen down in the back
garden where he was digging a trench for
the potatoes.” (Chp.1 – p.3)
Violence The presence of violence and conflict,
often involving armed groups and
marauders, endangers the community.
“Sometimes Mrs. Blacklock would get so
mad her breath went whistly; then she’d
being of her loved one and is willing
to confront the terrifying possibility
of her own death for the sake of her
family's survival. So, while the
passage doesn't directly address the
physical aspect of resilience to the
disease, it does emphasize the
character's mental and emotional
resilience, her capacity to face the
emotional challenges presented by
the disease, and her determination
to protect and support her family,
even in the face of overwhelming
fear and uncertainty.
Despite the constant loss of loved
ones, the characters mourn but also
find the strength to carry on. They
support each other through grief and
continue to face the challenges
presented by the ongoing threat of
death.
Kenny Sinclair had to experience the
death of his father in the middle of
the Great Depression. He was the
eldest boy in the house after that and
had to work hard and help his
mother and overcome the sadness
for his father’s death.
The community organizes
neighborhood watches and creates
safe zones to protect themselves
from violence. They stand united
against external threats,
 rise from her table and charge at Vonny,
her sharp-edged ruler quivering, ready to
come down. Vonny made no sound when
the ruler made stinging contact with her
hand.” (p.72, Chp.3)
Discrimination The discrimination faced by certain
characters due to their background,
ethnicity, or beliefs, leading to unfair
treatment.
“Mrs. Hopkins might think such an angry
speech hysterical; she could even think,
like their neighbour Mrs. Twoomey, that
the spicy food his people at heated up
their blood.” (p.99, Chp.4)
demonstrating their resilience in the
face of danger.
Vonny's ability to remain silent and
stoic when the ruler makes stinging
contact with her hand is indicative of
her resilience. Resilience in this
context suggests that she has
developed the emotional strength
and self-control to withstand physical
violence without reacting in a way
that might escalate the situation. By
not making a sound and seemingly
enduring the punishment, Vonny
shows that she can cope with the
violence without breaking down or
responding with aggression. Her
resilience might stem from a variety
of factors, such as a determination to
avoid further conflict or a learned
ability to endure difficult
circumstances.
Individuals facing discrimination in
the community band together to
advocate for their rights and
promote inclusivity. Their persistence
in seeking justice and equality
reflects their resilience.
The passage hints at potential
discrimination arising from cultural
misunderstandings and stereotypes.
Resilience, in this context, would
involve individuals challenging these
biases with dignity, educating others
about cultural accuracy, and

Fear The pervasive fear that hangs over the
community as they live in constant
apprehension of danger and uncertainty.
“Kenny knew it would be no good to
struggle, to pull away, cry out – the
second he did that he’d be finished, slit
down the belly, gutted like a fish.” (p.25,
Chp.1)
Hate The presence of hatred and animosity
among different groups within the
community, further exacerbating their
challenges.
“The blood was still trickling from her
mouth, mingling with her tears. She must
have cut her tongue as well. – I hate her
spluttered Jeannie.” (p.71, Chp.3)
asserting their identity without
letting discrimination undermine
their self-worth or sense of
belonging.
Despite the constant fear that looms
over the community, the characters
find courage to face each day. They
remain vigilant and support each
other, refusing to be paralyzed by
fear.
This passage demonstrates resilience
to fear in Kenny's response to a
threatening situation. Rather than
giving in to fear and reacting with
panic, he maintains composure and
chooses not to struggle or cry out.
His ability to control his fear and
make a calculated decision shows
resilience in the face of danger, as he
understands that reacting
emotionally could worsen his
situation.
The characters work to bridge divides
and promote understanding among
different groups, countering the hate
that threatens to tear their
community apart. Their commitment
to unity and peace showcases their
resilience.
The passage portrays Jeannie's
intense emotional response to a
hurtful incident. It doesn't explicitly
show resilience to hate but rather
 reflects her immediate emotional
reaction. Resilience to hate would
involve addressing and overcoming
hatred constructively, which is not
evident in this particular passage.

Loss The profound sense of loss experienced by The characters, while deeply affected
characters who have lost family members,
friends, or their homes due to the ongoing
threats and hardships they face.
“They huddled together on the sofa, Raj
on his mother’s lap, Kanti close beside her.
‘She was my sister, wasn’t she?” (p.124,
Chp.4)
by loss, continue to cherish the
memories of those they have lost.
They find the strength to rebuild
their lives and continue supporting
each other, even in the face of
profound grief.
The passage illustrates resilience to
loss through the family's physical and
emotional closeness. Despite the
pain of losing someone, they find
solace in being together and seeking
comfort in each other's presence.
The question, "She was my sister,
wasn't she?" suggests their effort to
preserve the memory and connection
with their lost loved one, reflecting
their resilience in the face of grief by
cherishing their familial bonds.

Think again of Judith Clarke's purpose in embedding an intertextual reference to Little Red Riding
Hood, the cautionary tale about an adolescent girl who submits to the temptation of straying
from the path of duty.

Begin your investigation by closely examining the eye depicted at the beginning of each chapter
and briefly answering the following questions.

1. Who or what is positioned in the center of the eye graphic?

2. Fill in the spaces the name of the black spot in the centre of a person’s eye: p - p – l

3. What is the function of your answer to (2) above?