Surrender by Sonya Hartnett - Pearson Schoolassets.pearsonschool.com/asset_mgr/current/201214/Surrender_web.pdfThe events of Surrender are narrated in the first person by two characters

Surrenderby Sonya Hartnett

Introduction

New Windmills titles are supported by a 15-lesson study scheme including medium- andshort-term lesson plans, and Student, Teacher and OHT resource sheets. These resources helpstudents to engage with the novel and assist in your planning for close study of a novel.

Each set of resources includes a series of self-contained lessons which can be used tosupplement your own teaching plans, or to provide extra support for specific teachingpoints. Each activity is individually mapped against the Framework and Assessmentobjectives. There are also guided reading and reading journal activities, plus suggestionsfor further study areas including speaking and listening, writing, reading and dramaactivities. If your students have enjoyed reading this novel, there are ideas for other New Windmills they may like to read for pleasure.

Resources for Surrender:

Synopsis

Activate prior learning

Activity sheets

– Student sheets

– OHTs

– Teacher’s notes

Reading journal

– General reading journal

– Surrender reading journal prompts

Further study areas

Reading for pleasure

Activities by Alan Pearce

The following pages can be downloaded and printed out as required. This material may be freely copied for institutional use. However, this material is

copyright and under no circumstances can copies be offered for sale. The publishers gratefully acknowledge permission to reproduce copyright material.

Surrender

2

Teacher’sSheet © Harcourt Education Limited, 2006

Synopsis

The events of Surrender are narrated in the first person by two characters – Gabriel andFinnigan – who live in the isolated agricultural community of Mulyan, Australia. Gabrielis dying and he looks back over his turbulent and humiliating life. We are provided withan alternative interpretation of events from Finnigan.

When Gabriel was only seven years old, he killed his severely disabled brother in a freakaccident; and this event haunts him and his relationship with his parents. At the age ofnine or ten he meets a similarly aged boy, Finnigan. While Gabriel comes from arepressive household; Finnigan roams free, and is often likened to a wild animal. Theworldly Finnigan dominates his relationship with the naive Gabriel.

Gabriel and Finnigan have a pact, which requires Gabriel to live a totally pious life, withFinnigan committing all of the evil for both of them. A series of arson attacks gripsMulyan with Finnigan punishing people for their behaviour by setting fire to their mosttreasured possessions. Unfortunately, Finnigan is an extremely possessive friend, andwhen Gabriel strikes up a relationship with Evangeline he becomes incredibly jealous.

Gabriel is extremely fond of his dog, Surrender, but when the dog savages some younggoats, Gabriel’s father insists that Gabriel faces his responsibilities and shoots the dog.This cruel act is the final straw for Gabriel, who brutally kills both of his parents.

The novel opens with Gabriel telling us that he is dying at home. However, by the end ofthe novel we learn that Gabriel is actually manacled to a bed in some sort of institution.We also learn that he has chosen to die, to show Finnigan that he does not have completecontrol over him.

Activate prior learning

This novel is set in an isolated town in contemporary Australia. It would be helpful forstudents to have some background information about rural Australia. This could beobtained from reading Walkabout by James Marshall. Alternatively, putting rural Australiainto a search engine and asking for images provides a flavour. Students might even knowsomething about Australia from their own travels, or from the travels of their relatives.

1 Lesson 1: First and third person

Name: Date:

Which of the following pieces of writing are in the first person, and which are in thethird person? How do you know?

1 I am really concerned about the way people will think of me when I’m dead. Forexample, will I be remembered for any kindness that I might have shown in my life,or will I be remembered for my failures?

First or thirdperson

2 The sun entered the quiet sideward and reflected from the metal cabinet next toGraham’s bed, while sweat dripped from his face as he tried to deal with the heatand the pain. He reflected on his past life, and wondered how he would beremembered by his friends and family.


3 The brass plaque announced ‘Headteacher’. Behind the imposing door, behind theplaque, the Headteacher admired Chris Hayward’s English portfolio. The essays wereso mature, and the expression so sophisticated. Mr Bamford always enjoyed thisaspect of his job the most, praising Students – Chris Hayward should arrive anymoment now. Outside the room Chris Hayward paced nervously, plucking up thecourage to knock. Why had he been summonsed to the Headteacher’s office? Whathad he done wrong?


4 I paced up and down outside the Head’s office; the brass plaque on the doorannouncing ‘Headteacher’ seemed to be laughing at me. Why had I beensummonsed to his office? What had I done wrong? I pushed my ear up against thedoor to hear whether anyone else was in the room, but all I could hear was thethreatening silence. Had the Head heard that I skived English yesterday? Dave and Ihad spent the hour hiding in the Lower School boys’ toilet, which had seemedpreferable to another lesson of poetry.


Surrender

3

StudentSheet © Harcourt Education Limited, 2006

How do you know?

How do you know?

How do you know?

How do you know?

2 Lesson 1: Writing in the firstand the third person

Name: Date:

Change Passage A from the first person to the third person, and Passage B from thethird person to the first person. Mark your changes on this sheet. While you are doingthis, make a note of any problems that you have.

Passage A

This is where I began: I am dying in my childhood home. Beyond

the window straggles the only world I know and wish to know; I was

born and grew up in this few thousand town. There is nothing about

its weft and fold that isn’t familiar to me. I know the cracks in the

footpaths – I have stepped on them a thousand times. I know the

products on the shelves and the reflection in the glass – I have seen

myself there, left imprints of my hands.

Passage B

Mike drove carefully down the high street, admiring the reflection of

himself and his new car in the shop windows. Although he would not

admit it even to himself, he thought he looked pretty cool.

Susan waddled dangerously down the high street, frightened by her

first outing alone on her bike. The lines of concentration on her

forehead throbbed with her fear. She gripped the handlebars in panic,

and focused all of her attention on the one metre of tarmac

immediately in front of her.

Nobody has been able to say exactly what happened. All that can be

said for certain is that Susan lost all of her confidence the day she

was knocked off her bike by a small, blue car. The driver did not

even stop, although the Police feel certain that he would have known

about the impact.

Surrender

4


3 Lesson 2: Parenting dilemmas

Decide what you would do if you were a parent in the followingsituations.

Surrender

5

OHT © Harcourt Education Limited, 2006

Your child swore at you.2

You thought that your child had stolen money from yourpurse.

1

You received a letter from school saying that your child hadbeen bullying other children.

3

Your child kept coming home at night much later than youexpect them to.

4

4 Lesson 3: Adjectives that canbe used to describe people

Name: Date:

1 Identify any of the adjectives in the box below that describe Gabriel and any of theadjectives that describe Finnigan. The first one has been written down for you as anexample.

honest kind jealous chatty confident rude

generous easygoing cheerful hardworking trustworthy impatient

caring optimistic sensitive moody sociable indecisive

reserved lazy attentive carefree dominant strong

proud aggressive interesting polite selfish dangerous

a Which of these adjectives would describe Gabriel?

polite

b Which of these adjectives would describe Finnigan?

2 Now select adjectives that you think describe you. Write a sentence toillustrate how each of the adjectives you have selected describes you.The first one has been done as an example.

Surrender

6


Adjective

Honest

How it describes you

If I found a wallet or purse in thestreet I would hand it in to the Police.

Surrender

7


5 Lesson 3: My opposite

Name: Date:

This is a piece of writing produced by a Year 9 student.

First of all, my opposite would be a very confident person. He would be

happy meeting strangers and would always have something to say

when he found himself in new company. He would volunteer for all of

the sports teams at school, and would take the lead part in the school

drama production.

However, my opposite would also be extremely unpopular. He wouldn’t

be invited to anyone’s parties, and he would never be picked first when

we had to select teams for PE.

On the other hand, people would ask him to sit next to them at school,

and he would never find himself wandering around the playground on

his own during lunch break.

What would your opposite be like? Describe them in about 150 words.

Lesson 4: Responding toimagery

Name: Date:

1 Imagery is the use of a word or words which create pictures in our minds when weread them. Discuss the qualities suggested by the image of ‘The fire leapt anddarted’. Can you think of any other qualities suggested by this image. Write yourideas in the two empty boxes below.

2 Personification is a figure of speech in which human characteristics are attributed toan animal, object or idea. Read the imagery extracts below and decide on whatpictures they create in your mind. Now decide which of these are examples ofpersonification.

6Surrender

8


It makes it sound as though thefire is doing things deliberately.

The fire is moving very fast, but it alsosounds as though it is enjoying itself.

The fire is personified whichmakes its behaviour sounddeliberate and cruel.

The word ‘darted’ suggests thatthe fire escapes from peoplewho are trying to put it out.

‘The fire leapt and darted’

What picture do Is this an these words create example ofin your mind? personification?

1 ‘… for seven legendary days itburned without mercy, skipping theroads in great leaps and bounds’

2 ‘The bushfire screamed an unholyhymn’

3 ‘Finnigan smiled wolfishly’

4 ‘… the sparrows browsing on thelawn burst into the sky’

5 ‘He glanced at me with his hyenaeyes’

Lesson 4: The fire

Name: Date:

In Chapter 7 the author Sonya Hartnett describes one of the fires started by Finnigan. Inher description she uses many vivid metaphors. In the boxes that are provided aroundthe extract below, add your comments about what each of the metaphors makes youthink. The first one has been done for you.

The monstrous blaze wasextinguished by a storm that firstmassed in the west and hung for awhile, deliberating, before movingits clouds forward like battleshipsand dourly pouring rain. The fireleapt and darted, wounded by thedrops; it changed direction and tried to escape, racing down a hill.In the face of rain the magnificentfirestorm became frantic and flimsyas a fawn. The lightning cloudssolemnly pursued it. Men took offtheir hats and let the water slickdown their hair. Women on verandaslaid their hands to their eyes. Therewas a terrible noise, the death rattleof a thousand lions. Dragontails ofsoot lashed the sky. People camefrom their houses to witness the firedie. When the smoke and clouds andsmog cleared you could see howhungry the blaze had been, how itleft in its wake a crisp ebonynothingness that shone – whenmoonlight touched the naked hills,the blackness of them shone.

(page 36)

7Surrender

9


‘Monstrous’ suggestssomething grotesque orhorrible. This obviouslygives Gabriel’s view, thatthe fire was a horriblething, probably becauseof the death that itcaused. ‘Monstrous’ alsosuggests ‘monster’ whichpersonifies the fire. Thismakes the fire morehorrible, because it hasbeen deliberately makingdecisions to destroy lifeand property.

8 Lesson 5: Gabriel and Finnigan

Name: Date:

Discuss what the paragraph reveals about:

How Gabriel feels about Finnigan.

The relationship between Gabriel and Finnigan.

Finnigan himself. Consider whether or not Finnigan represents some sort of devilcharacter.

Gabriel and Finnigan are discussing the recent bout of fires in Mulyan.

I smiled. The air felt warm and fresh in me. I thought about what he’d toldme, and everything that had burned. I said, ‘So, you’re only punishing peoplewho deserve it.’

Finnigan stayed silent, nibbling a twig.

‘That’s not really a bad thing to do, is it? I mean, that’s what God does,isn’t it?’

Finnigan glanced at me and splintered the twig and I could feel his mindticking. I could feel him understanding what I said, and not liking it. Instinctwarned me to be quiet, but I continued gamely on. As a partner in the pact, Iwouldn’t be censored by fear of him. I said, ‘Anyone would think you were theangel, not me.’

His hand flashed out, lashing at me, he scrambled to his feet. ‘Don’t youcall me names!’ he cried. ‘Don’t you ask me questions.’ And in an instant he’ddisappeared down the steep flank of Cotton’s Pinch, leaving me behind with astinging wound and a sense of satisfaction. My point, I felt, had been made. Ididn’t want to be associated with any devil whose doings were clouded bymorality. There was no point to our pact – no point to my goodness, no pointto him – unless his wickedness was a wholehearted, ungovernable thing. Tomake things right and proper, both of us had to be pure.

(page 62)

Surrender

10


9Surrender

11


Lesson 5: Why did Finniganstart the fires?

Name: Date:

In Chapter 9 we learn about many of the fires that Finnigan started. It seems that thesefires were started deliberately to punish people, as Gabriel says to Finnigan, ‘So, you’reonly punishing people who deserve it.’ However, we only learn why some of the fireswere started.

In the table below a number of Finnigan’s fires are recorded.

a Re-read Chapter 9 and then complete the table by providing the reasons for asmany of the fires as you can.

b Can you speculate about why Finnigan started the fires that we are not giveninformation about?

Finnigan’s Fires

Description of the fire Reason for the fire

‘… the clothes on Bushell’sclothesline were reduced tocharred tatters.’

‘The front fence of the Wells’house could be seen for mileswhen it burned, and the grimystink of kerosene palled thetown for days.’

‘Mrs Henry Nightingale woketo see her azalea hedge inflames.’

‘… a burning bottle of petrolhad shattered the window ofthe produce store run by theGilligan twins.’

‘The clubroom on the edge ofthe sporting oval …’

‘Raffe Lowe’s notorious car, forthe purchase price of whichhe’d sacrificed three fingerslabouring at the lumber yard.’

Lesson 6: Describingcharacters: Eli McIllwraith

Name: Date:

Writers choose their words carefully, and very often they use words or phrases that canhave a meaning beyond their literal meaning. Look at the following passage aboutConstable Eli McIllwraith. What do you think is suggested by the phrases that areunderlined?

Constable Eli McIllwraith had not beenborn in Mulyan – had, indeed, been born inthe city, which made him unacceptablyalien. He was also young andinexperienced, his uniform still creased,and thus he provided good sport for therowdy elements of town. His posting inMulyan loosely coincided with thebeginning of the firefly’s reign, and whensomeone put these facts together a rumourwent round that the policeman himself waslighting the flames. My father dismissedthis idea as idiotic, a symptom of ourdesperation; nonetheless he hadMcIllwraith in his sights. Father despisedincompetence, and the Constable, with hisongoing failure to apprehend the culprit,was clearly unfit for his task.

(page 64)

10Surrender

12


Eli’s creases showthat he is stillinexperienced. Also,the phrase mightsuggest that Elidoes very littlework, and so hisuniform is stillsmart, whileexperiencedpoliceman are sofocused on the jobthey do not havetime to iron theiruniforms.

Lesson 6: Describingcharacters: Gabriel’s father

Name: Date:

Writers choose their words carefully, and very often they use words or phrases that canhave a meaning beyond their literal meaning.

Re-read the following passage about Gabriel’s father. Add your own notes into theboxes to show how the underlined phrases can have a meaning beyond the literal.

So Father began planting little bombs ofdiscontent – a mutter here, a chucklethere, an overheard sniff of derision –which soon scratched like sandpaperagainst Mulyan’s confidence in the youngman. Everyone respected my father’sopinion – he was a lawyer, which meanthe knew things. It wasn’t wise tochallenge him intellectually. But morethan this, Father was simply a frighteningman: devoid of humour, razored oftongue, he considered none his equal,including his wife and sons. He thoughtme a woodheaded cretin; Vernoninfinitely repulsed him. When Fatherspoke, what he said was law, and it waseasiest to agree.

(pages 64–5)

11Surrender

13


I think this phrase isambiguous; it hasmore than onemeaning. At onelevel the phrasedoes mean thatGabriel’s fatherknows things,because he is alawyer. However, Ithink that there isalso a mocking toneabout this phrase.Gabriel seems to bealso suggesting thatthe residents ofMulyan wronglybelieved everythingthat Gabriel’s fathersaid.

12Surrender

14


Lessons 7 and 8: Symbols in The sick rose

Name: Date:

Read the poem below by William Blake. In pairs, discuss the possible meaningsassociated with the symbols used in the poem, then write your answers into the table.

The sick rose

William Blake

O Rose, thou art sick!The invisible wormThat flies in the night,In the howling storm,

Has found out they bedOf crimson joy,And his dark secret of loveDoes thy life destroy.

Symbol Meaning

Rose

Worm

Storm

Night

Bed

13 Lessons 7 and 8: Gabriel andFinnigan as symbols of goodand evil

Name: Date:

Look through Chapters 1 to 14 of Surrender and find descriptions of the charactersGabriel and Finnigan to fill in the table below.

Surrender

15


Descriptions of Gabriel Descriptions of Finnigan

14 Lessons 7 and 8: Planning sheet

Name: Date:

Planning sheet for writing about Gabriel and Finnigan’s characters as symbols of goodand evil.

Surrender

16


IntroductionDefine symbols and how they are used

Descriptions of Gabriel and the thingsGabriel does showing he is good. DoesGabriel ever behave badly?

Descriptions of Finnigan and the thingsFinnigan does showing he is evil

ConclusionIn Surrender, does good or evilultimately triumph? Summarise yourpoint of view

15 Lesson 9: A colour poem

Name: Date:

In Chapter 15 of Surrender, Sonya Hartnett explores how colours can be used torepresent feelings. For example, Gabriel says that the colours blue and green woulddescribe his feelings; while Finnigan argues that the colours soot and pearl would moreaccurately describe Gabriel’s feelings.

1 If you had to choose two colours to describe your own feelings at this precisemoment what colours would they be? How would these colours represent yourfeelings?

2 Look at the following lines, which are the first lines of a colour poem.

When I am happy I am full of red and orange

Because red is the colour of passion and orange is the colour of

happiness.

When I am being lazy I am fawn,

The colour of a sleeping cat.

Write your own poem in a similar style, about yourself.

Surrender

17


Lesson 10: An argumentbetween Gabriel and Finnigan

Gabriel and Finnigan have an argument in Chapter 18. Re-read thefollowing section of the argument and answer the questions about it.Remember, Finnigan is recounting this argument.

Smooth and cool as water I said, ‘Shall Itell you what you owe me?’

‘No.’

Another time I would have laughed.Now I asked, ‘Because you alreadyknow?’

‘You’re wasting your time, that’s why.I won’t do it.’

‘But we agreed you owe mesomething if I take Surrender. Youpromised, Gabriel.’

He stepped back, knocking into a tree.His breathing was harsh, as it is now. Isaw he was suffering, which was good.But there was still some life in him – hewasn’t a husk. ‘Not that,’ he said. ‘No.’

I sighed, very patient; then got to myfeet and edged near to him. I looked intohis eyes. He was watching me, biting hislip. ‘You’ve already lost me,’ I explained.‘Just now you’ve lost Surrender. Do youwant to lose everything, Gabriel?’

He lifted his chin. ‘There’s nothingelse worth keeping. Only her.’

(pages 133–4)

What is Finniganreferring to here?What does Gabrielowe Finnigan?

What does thissuggest aboutGabriel?

What does thissuggest aboutGabriel?

16Surrender

18


What does thissuggest aboutFinnigan?

Who is Gabrielreferring to here?

What effect doesit have whenFinnigan usesGabriel’s name?

17 Lesson 10: A play script ofGabriel and Finnigan’s argument

Gabriel and Finnigan have an argument in Chapter 18. On this sheet,the argument is presented as a play script.

Read the following play script, and think about what is retained fromthe prose and what is lost. Is anything gained?

Gabriel and Finnigan are in a wood. Surrender is lying on the floor, andFinnigan is sitting beside him. Gabriel is standing, leaning against a tree.

Finnigan (Threateningly) Shall I tell you what you owe me?

Gabriel No

Finnigan Because you already know?

Gabriel You’re wasting your time, that’s why. I won’tdo it.

Finnigan But we agreed you owe me something if I takeSurrender. You promised, Gabriel.

Gabriel steps back, knocking into a tree.

Gabriel Not that. No.

Finnigan gets to his feet, and moves closer to Gabriel.

Finnigan You’ve already lost me. Just now you’ve lostSurrender. Do you want to lose everything,Gabriel?

Gabriel There’s nothing else worth keeping. Only her.

Surrender

19


Lesson 10: A labelled playscript of Gabriel and Finnigan’sargument

Name: Date:

Gabriel and Finnigan have an argument in Chapter 18. On this sheet, the argument ispresented as a play script, and the conventions used when writing a play script havebeen labelled.

Gabriel and Finnigan are in a wood. Surrender is lyingon the floor, and Finnigan is sitting beside him.Gabriel is standing, leaning against a tree.

Finnigan (Threateningly) Shall I tell you what youowe me?

Gabriel No

Finnigan Because you already know?

Gabriel You’re wasting your time,that’s why. I won’t do it.

Finnigan But we agreed you owe mesomething if I takeSurrender. You promised,Gabriel.

Gabriel steps back, knocking into a tree.

Gabriel Not that. No.

Finnigan gets to his feet, and moves closer to Gabriel.

Finnigan You’ve already lost me.Just now you’ve lostSurrender. Do you want tolose everything, Gabriel?

Gabriel There’s nothing else worthkeeping. Only her.

18Surrender

20


2 Instructionsabout how todeliver the line:Notice this iswritten in thepresent tense. Itis placed insidea bracket, and isin italics.

4 Dialogue doesnot requirespeech marks.

3 Stage directionsfor the actors:Notice that thisis written in thepresent tense,and is in italics.The instructionhas beencentred on thepage.

1 Setting: Noticethat this iswritten in thepresent tense,and is in italics.

19Surrender

21


Lesson 11: Close reading

Name: Date:

Look at the following quotations from Chapters 20 and 21 of Surrender. What doeseach quotation suggest to you? Remember that Sonya Hartnett often uses words andphrases that have meanings beyond the literal meaning.

1 Finnigan says, ‘There must be an edge for everyone, over which it’s possible to bepushed. My angel’s pride had been trampled, his endurance worn thin’.

a Finnigan says this in response to something that Gabriel has said. What?

b Explain what Finnigan might mean by this.

c Trace how Gabriel’s pride has been trampled on through the novel.

2 Finnigan says, ‘I know why you’re dying, Gabriel.’

a What reason does Finnegan have to explain why Gabriel has chosen to die?

b Do you think that Finnigan is correct? Is there another reason?

3 Finnigan says about Gabriel, ‘He pins me with his mongoose eyes: it’s exactly as Ifeared’.

a What does the metaphor ‘mongoose eyes’ suggest?

b What does Finnigan fear?

4 Finnigan says to Gabriel, ‘You’re killing me for something I didn’t do!’

a What is it that has happened but that Finnigan did not do?

b In what sense is Gabriel killing Finnigan?

5 The nurse who is looking after Gabriel finally asks, ‘Why do you always call meSarah? You know that’s not my name’.

a Why does Gabriel call the nurse Sarah?

b What does this comment from the nurse suggest about Gabriel and where he is?

20Surrender

22


Lessons 12 and 13: An introduction to Longfellow’spoem ‘Evangeline’

Name: Date:

Introduction

Longfellow’s poem ‘Evangeline’ was inspired by the truestory of the British moving a settled population from theirland in Canada. Longfellow, an American poet, gave hispoem some human interest by focusing on the fictional storyof the two characters Gabriel and Evangeline.

Historical background

In 1604 the French settled inthe Canadian district of Acadia,now known as Nova Scotia,and settlers arrived over thenext 50 years to exploit thefertile lands. Unfortunately, forthe following 50 years Franceand Britain fought forownership of these lands, andin 1713 the residents of Acadiabecame British citizens. Theland of Arcadia was fertile, andthe farmers prospered.However, the British Kinginsisted that the populationswear allegiance to the Britishcrown, and be willing to fight

against the French. The localpopulation refused and so theBritish King decided to movethe indigenous population offthe land and allow Britishsettlers to steal the farms. OnOctober 29th 1755 the wholepopulation of Acadia washerded aboard British ships,but in the confusion manyfamilies and friends wereseparated. The Acadians weredivided and forced to settle inthe then thirteen states ofAmerica, although hundreds ofthem died during thehorrendous journeys.

21 Lessons 12 and 13: Gabriel and Evangeline

Name: Date:

Because the novel Surrender has been written in the first person we only hear aboutevents from the two narrators’ eyes, Gabriel and Finnigan. Consequently, we do notlearn from Evangeline what she feels about Gabriel.

Skim Chapters 13, 15 and 19. Then, write as much as you can in response to each ofthe questions in the table below. Remember, there are likely to be many alternativeanswers to each of the questions, and answers to some of the questions might not beprovided in the novel – you might need to speculate.

Surrender

23

© Harcourt Education Limited, 2006

Gabriel and QuestionsEvangeline

Chapter 13 1 Gabriel says that the name Evangeline is holy. Why is it holy?What does the name suggest to you?

2 Why do you think that Evangeline wanted to go for a walk withGabriel?

Chapter 15 3 Finnigan accuses Gabriel of being ‘the lurker-in-the-shade’. Whatdo you think he means by that? Do you agree with Finnigan?

4 Why do you think Evangeline continued to go for walks withGabriel?

Chapter 19 5 Why did Gabriel go to Evangeline’s house?

6 At the end of this chapter we learn that Gabriel has been lying inbed ill for four years, waiting for Evangeline to visit him. Do youthink that it was ever likely that Evangeline would visit Gabriel? Why?

StudentSheet

22 Lessons 12 and 13: A summary of Longfellow’spoem ‘Evangeline’

Name: Date:

The poem opens with the following description of Acadia:This is the forest primeval. The murmuring pines and the hemlocks, Bearded with moss, and in garments green, indistinct in the twilight, Stand like Druids of eld, with voices sad and prophetic, Stand like harpers hoar, with beards that rest on their bosoms. Loud from its rocky caverns, the deep-voiced neighboring oceanSpeaks, and in accents disconsolate answers the wail of the forest.

This is the forest primeval; but where are the hearts that beneath it Leaped like the roe, when he hears in the woodland the voice of the huntsman? Where is the thatch-roofed village, the home of Acadian farmers— Men whose lives glided on like rivers that water the woodlands,Darkened by shadows of earth, but reflecting an image of heaven?

We are then introduced to Evangeline, and the Acadian village of Grand-Prewhich is described as a paradise:Somewhat apart from the village, and nearer the Basin of Minas, Benedict Bellefontaine, the wealthiest farmer of Grand-Pre, Dwelt on his goodly acres; and with him, directing his household,Gentle Evangeline lived, his child, and the pride of the village. Stalworth and stately in form was the man of seventy winters; Hearty and hale was he, an oak that is covered with snow-flakes; White as the snow were his locks, and his cheeks as brown as the oak-leaves. Fair was she to behold, that maiden of seventeen summers;Black were her eyes as the berry that grows on the thorn by the wayside, Black, yet how softly they gleamed beneath the brown shade of her tresses! Sweet was her breath as the breath of kine that feed in the meadows.

When in the harvest heat she bore to the reapers at noontide Flagons of home-brewed ale, ah! fair in sooth was the maiden.

Next, we meet the second key figure in the story, Gabriel:Thus, at peace with God and the world, the farmer of Grand-Pre Lived on his sunny farm, and Evangeline governed his household. Many a youth, as he knelt in the church and opened his missal,Fixed his eyes upon her as the saint of his deepest devotion; Happy was he who might touch her hand or the hem of her garment! Many a suitor came to her door, by the darkness befriended, And, as he knocked and waited to hear the sound of her footsteps,

Surrender

24


22 Lessons 12 and 13: A summary of Longfellow’spoem ‘Evangeline’ (continued)

Knew not which beat the louder, his heart or the knocker of iron;Or, at the joyous feast of the Patron Saint of the village, Bolder grew, and pressed her hand in the dance as he whispered Hurried words of love, that seemed a part of the music. But among all who came young Gabriel only was welcome; Gabriel Lajeunesse, the son of Basil the blacksmith,Who was a mighty man in the village, and honored of all men; For since the birth of time, throughout all ages and nations, Has the craft of the smith been held in repute by the people.

However, this idyllic life is destroyed when the English King announces that thepopulation of Acadia is to be moved so that English settlers can obtain theirfarms. The population was collected together to hear an announcement:Then uprose their commander, and spake from the steps of the altar,Holding aloft in his hands, with the seals, the royal commission. ‘You are convened this day,’ he said, ‘by his Majesty's orders. Clement and kind has he been; but how you have answered his kindness Let your own hearts reply! To my natural make and my temper Painful the task is I do, which to you I know must be grievous.Yet must I bow and obey, and deliver the will of our monarch: Namely, that all your lands, and dwellings, and cattle of all kinds Forfeited be to the crown; and that you yourselves from this province Be transported to other lands. God grant you may dwell there Ever as faithful subjects, a happy and peaceable people!Prisoners now I declare you, for such is his Majesty's pleasure!’

Half-way down to the shore Evangeline waited in silence, Not overcome with grief, but strong in the hour of affliction,— Calmly and sadly she waited, until the procession approached her,And she beheld the face of Gabriel pale with emotion. Tears then filled her eyes, and, eagerly running to meet him, Clasped she his hands, and laid her head on his shoulder, and whispered,— ‘Gabriel! be of good cheer! for if we love one another Nothing, in truth, can harm us, whatever mischances may happen!’

As the crowds of people were herded onto the English ships there was chaosand families and friends were separated. Evangeline and Gabriel were amongthe people who were separated, and Evangeline spent years searchingeverywhere for Gabriel:Into the east again, from whence it late had arisen. Sometimes she lingered in towns, till, urged by the fever within her,

Surrender

25



Urged by a restless longing, the hunger and thirst of the spirit, She would commence again her endless search and endeavor;Sometimes in churchyards strayed, and gazed on the crosses and tombstones, Sat by some nameless grave, and thought that perhaps in its bosom, He was already at rest, and she longed to slumber beside him. Sometimes a rumor, a hearsay, an inarticulate whisper, Came with its airy hand to point and beckon her forward.Sometimes she spake with those who had seen her beloved and known him, But it was long ago, in some far-off place or forgotten. ‘Gabriel Lajeunesse!’ they said; ‘Oh, yes! we have seen him. He was with Basil the blacksmith, and both have gone to the prairies; Coureurs-des-bois are they, and famous hunters and trappers.’’Gabriel Lajeunesse!’ said others; ‘Oh, yes! we have seen him. He is a voyageur in the lowlands of Louisiana.’ Then would they say, ‘Dear child! why dream and wait for him longer?’

Eventually, Evangeline was encouraged to visit a religious mission, which reallyimpressed her:There upon mats and skins they reposed, and on cakes of the maize-ear Feasted, and slaked their thirst from the water-gourd of the teacher. Soon was their story told; and the priest with solemnity answered:— ‘Not six suns have risen and set since Gabriel, seated On this mat by my side, where now the maiden reposes,Told me the same sad tale; then arose and continued his journey!’ Soft was the voice of the priest, and he spake with an accent of kindness; But on Evangeline's heart fell his words as in winter the snow-flakes Fall into some lone nest from which the birds have departed. ‘Far to the north he has gone,’ continued the priest; ‘but in autumn,When the chase is done, will return again to the Mission.’Then Evangeline said, and her voice was meek and submissive, ‘Let me remain with thee, for my soul is sad and afflicted.’So seemed it wise and well unto all; and betimes on the morrow, Mounting his Mexican steed, with his Indian guides and companions,Homeward Basil returned, and Evangeline stayed at the Mission.

Thus many years she lived as a Sister of Mercy; frequenting Lonely and wretched roofs in the crowded lanes of the city, Where distress and want concealed themselves from the sunlight,Where disease and sorrow in garrets languished neglected. Night after night when the world was asleep, as the watchman repeated Loud, through the gusty streets, that all was well in the city,

Surrender

26



High at some lonely window he saw the light of her taper. Day after day, in the gray of the dawn, as slow through the suburbsPlodded the German farmer, with flowers and fruits for the market, Met he that meek, pale face, returning home from its watchings.

Evangeline became a nurse during a violent plague and she spent her timehelping the suffering. It was in this way that she came across a familiar face:Suddenly, as if arrested, by fear or a feeling of wonder, Still she stood, with her colorless lips apart, while a shudder Ran through her frame, and, forgotten, the flowerets dropped from her fingers, And from her eyes and cheeks the light and bloom of the morning. Then there escaped from her lips a cry of such terrible anguish, That the dying heard it, and started up from their pillows. On the pallet before her was stretched the form of an old man. Long, and thin, and gray were the locks that shaded his temples;But, as he lay in the morning light, his face for a moment Seemed to assume once more the forms of its earlier manhood; So are wont to be changed the faces of those who are dying. Hot and red on his lips still burned the flush of the fever, As if life, like the Hebrew, with blood had besprinkled its portals,That the Angel of Death might see the sign, and pass over. Motionless, senseless, dying, he lay, and his spirit exhausted Seemed to be sinking down through infinite depths in the darkness, Darkness of slumber and death, forever sinking and sinking. Then through those realms of shade, in multiplied reverberations,Heard he that cry of pain, and through the hush that succeeded Whispered a gentle voice, in accents tender and saint-like, ‘Gabriel! O my beloved!’ and died away into silence. Then he beheld, in a dream, once more the home of his childhood; Green Acadian meadows, with sylvan rivers among them,Village, and mountain, and woodlands; and, walking under their shadow, As in the days of her youth, Evangeline rose in his vision. Tears came into his eyes; and as slowly he lifted his eyelids, Vanished the vision away, but Evangeline knelt by his bedside. Vainly he strove to whisper her name, for the accents unutteredDied on his lips, and their motion revealed what his tongue would have spoken. Vainly he strove to rise; and Evangeline, kneeling beside him, Kissed his dying lips, and laid his head on her bosom. Sweet was the light of his eyes; but it suddenly sank into darkness, As when a lamp is blown out by a gust of wind at a casement.

Surrender

27


23 Lessons 12 and 13: Links between Surrender and‘Evangeline’

Name: Date:

You have now read the novel Surrender by Sonya Hartnett, and the poem ‘Evangeline’by Henry Longfellow. In the table below, the key details of the poem ‘Evangeline’ aresummarised in the first column. In the second column of the table say whether there aresimilar details in the novel Surrender.

Surrender

28


‘Evangeline’ by Henry Longfellow

The poem starts with a descriptionof an isolated community in theforests.

Evangeline is a very attractiveseventeen year old girl. She ispopular with the boys of hercommunity.

Gabriel’s father is a blacksmith whois respected by everyone in thecommunity because of his veryskilled and important job.

Evangeline was very attracted toGabriel.

Unfortunately, Evangeline andGabriel were split up when thepeople of Acadia were moved fromtheir land.

Gabriel became seriously ill.

Evangeline spent years looking forGabriel, and eventually found himjust before he died.

Surrender by Sonya Hartnett

24 Lessons 14 and 15: Gabriel’s parents

Name: Date:

In the table below you will find references to Gabriel’s parents. Some of the referencesfocus on the way they punished Gabriel; other references focus on Gabriel’s feelingsabout his parents.

In pairs, fill in the second column of the table by recording for each incident what youthink about Gabriel’s parents’ behaviour.

Surrender

29


Gabriel’s parents’ behaviour

Gabriel’s father beat him across the legs with thehandle of a feather duster because he thoughtGabriel had stolen some money. Gabriel was nineor ten years old at the time (page 20).

If Gabriel made simple mistakes, such as spilling adrink, or breaking a plate, he would be made tokneel in the corner of a room (page 34).

Gabriel’s parents did not love their disabled son,Vernon. For example, Gabriel reported that hisfather would not bother to feed Vernon, and hismother would say, ‘Rub his face in it … That willteach him. Even a mongrel can be house-trained’(page 40).

When Gabriel told Finnigan about how Gabrielhad accidentally killed his own brother, Finniganreplied, ‘Anyway … you were just a kid. Youdidn’t know any better. Your mother – it’s herfault. Your mother’s and your father’s. They shouldhave been looking after him, not you’ (page 50).

When Gabriel was six or seven and he was visitingthe local store with his mother, he stole somesweets. He was punished when he got home byhaving to stand in the corner of the yard untilmidnight (page 61).

When Gabriel met Evangeline he was horrified torealise that ‘Never having been touched, I didn’tknow how to touch: such things would nevercome naturally to me’ (page 114).

After Gabriel had visited Evangeline’s house, towarn her that Finnigan was going to kill her,Gabriel was to be whipped with a leather belt.Gabriel realised that his father had actuallybought the belt to be used for punishing him; notto wear. His father accused him of being‘resentful, and ungrateful’ (page 146).

My reaction

25 Lessons 14 and 15: WereGabriel’s parents good parents?

Name: Date:

Your task is to write an essay, of about 400 words, in which you answer the followingquestion: do you think that Gabriel’s parents were good parents?

The writing frame below might help you to organise your ideas:

IntroductionIn the introduction you need to answer the question with a direct statement. You mightwant to say that Gabriel’s parents were good parents, or bad parents. Alternatively, youmight want to say that although they made mistakes, you can understand theirbehaviour. Whatever your direct statement is, you should support it with one or twobrief examples. However, you might also want to say something in your openingparagraph about how difficult it is to judge the parents because we only ever see themthrough Gabriel’s eyes.

Paragraph 2Look at the way Gabriel’s parents dealt with Vernon. In Chapter 7 Gabriel explains howdisabled Vernon was, and how his parents reacted to the problems that this posed. Canyou feel any sympathy for Gabriel’s parents?

Paragraph 3See how much love Gabriel’s parents gave to Gabriel. Is there any evidence in Chapter 5that Gabriel was frightened of his parents? Why? Also, what problem did Gabriel facethat we could blame his parents for, when he was with Evangeline? (You can remindyourself of this by re-reading page 114.)

Paragraph 4An important aspect of any child’s upbringing is the way that their parents help them tosee the difference between right and wrong. One way that parents do this is to punishbad behaviour. Do you think that Gabriel’s parents were good at teaching him what wasright and wrong?

Paragraph 5Consider the events of Chapter 19. What led Gabriel to kill his parents? Finnigan said‘There must be an edge for everyone, over which it’s possible to be pushed. My angel’spride had been trampled, his endurance worn thin’. Do you agree with Finnigan? Doyou have any sympathy for Gabriel?

ConclusionFinish off your essay by re-answering the question, ‘do you think that Gabriel’s parentswere good parents?’ If you think they were good parents, did they have any weaknesses?If you think that they were bad parents, did you think that they had any good qualities?Is this an issue that different people would have different opinions about?

Surrender

30


26 Lessons 14 and 15: WereGabriel’s parents good parents?

Name: Date:

Planning sheet

Surrender

31


IntroductionStatement supported by 1 or 2 examples

3rd paragraphGabriel’s parentsLove they gave to GabrielFear Gabriel had of them

5th paragraphWhat led Gabriel to kill his parents?

2nd paragraphVernon

4th paragraphPunishment for bad behaviourDid Gabriel learn right from wrong?

ConclusionRe-answer the question, ‘do you thinkthat Gabriel’s parents were goodparents?’

Teacher’sNotes

Surrender

32


Teacher’s notes referred to in theshort-term lesson plansLesson 5

Introduction: why Finnigan started the fires

Development: why Finnigan might have started the fires

Lesson 6

The students are asked to summarise what they remember about Constable EliMcIllwraith and Gabriel’s father. Students might need to be prompted to make commentssuch as:

McIllwraith: has not been doing the job long; is quite young; was not born in Mulyan.

Gabriel’s father: is a lawyer; he did not like people who failed; he did not like McIllwraith.

Finnigan’s Fires

Description of the fire

‘… the clothes on Bushell’s clotheslinewere reduced to charred tatters.’

‘The front fence of the Wells’ house couldbe seen for miles when it burned, and thegrimy stink of kerosene palled the townfor days.’

Reason for the fire

Jammy Bushell, the youngest son, was abully and a pincher, and insufferably vain.

Limerick Wells had nominated Gabrielfor the role of princess in the annualschool play.

Finnigan’s Fires

Description of the fire

‘… the clothes on Bushell’s clotheslinewere reduced to charred tatters.’

‘The front fence of the Wells’ house couldbe seen for miles when it burned, and thegrimy stink of kerosene palled the townfor days.’

‘Mrs Henry Nightingale woke to see herazalea hedge in flames.’

‘… a burning bottle of petrol hadshattered the window of the producestore run by the Gilligan twins.’

‘The clubroom on the edge of thesporting oval … ’

‘Raffe Lowe’s notorious car, for thepurchase price of which he’d sacrificedthree fingers labouring at the lumber yard.’

Reason for the fire

Jammy Bushell, the youngest son, was abully and a pincher, and insufferably vain.

Limerick Wells had nominated Gabrielfor the role of princess in the annualschool play.

We are not told.

Gabriel still felt guilty about stealingsweets when he was only six years old.

We are not told.

Because Finnigan felt that a car was astupid thing to love.

Teacher’sNotes

Lessons 7 and 8

Lesson 10

Smooth and cool as water I said, ‘Shall Itell you what you owe me?’

‘No.’

Another time I would have laughed.Now I asked, ‘Because you already know?’

‘You’re wasting your time, that’s why.I won’t do it.’

‘But we agreed you owe mesomething if I take Surrender. Youpromised, Gabriel.’

He stepped back, knocking into a tree.His breathing was harsh, as it is now. I sawhe was suffering, which was good. Butthere was still some life in him – he wasn’ta husk. ‘Not that,’ he said. ‘No.’

I sighed, very patient; then got to myfeet and edged near to him. I looked intohis eyes. He was watching me, biting hislip. ‘You’ve already lost me,’ I explained.‘Just now you’ve lost Surrender. Do youwant to lose everything, Gabriel?’

He lifted his chin. ‘There’s nothingelse worth keeping. Only her.’

Surrender

33


Symbol Meaning

Rose Perfection, joy and peace, feminine, life, spring, passion, a white rose canrepresent purity

Worm Vileness, death, canker that eats at the root of the rose

Storm Chaos, confusion, fear, destruction, change, blowing away the old and frail,making room for the new

Night Secrets, things to hide, evil, Satan is the prince of Darkness

Bed Sleep, vulnerability, innocence, the garden bed of the rose

What does thissuggest aboutGabriel?Gabriel is veryconcerned here. Heis also veryconfused. He knowshe owes Finniganloyalty but he doesnot want to turn hisback on Evangeline.His confusion hascaused him tostumble.

What does thissuggest aboutGabriel?Finnigan has alwaysbeen a physicallythreatening boy. Hismovement towardsGabriel here mightbe interpreted asfondness, but it ismore likely to be aphysical threat.

What is Finniganreferring to here?What does Gabrielowe Finnigan?Finnigan is referring tothe pact that he andGabriel made at thebeginning of the novel.This pact demandedthat the boys gave eachother undividedloyalty. Finnigan isdemanding thatGabriel stops seeingEvangeline.

Who is Gabrielreferring to here?Gabriel is referringto Evangeline.

What does this suggest about Finnigan?This question should be: What does thissuggest about Gabriel? Answer: Gabriel'sconcern is exposed when he bites his lip.

What effect does ithave when Finniganuses Gabriel’s name?Finnigan's use ofGabriel's namesuggests that Finniganis being earnest. It isalmost a combinationof pleading anddemanding.

Teacher’sNotes

Lesson 11

The first quotation and questions are offered below, with some suggested responses.

1 Finnigan says, ‘There must be an edge for everyone, over which it’s possible to bepushed. My angel’s pride had been trampled, his endurance worn thin.’

a Finnigan says this in response to something that Gabriel has said. What? Hekilled both of his parents.

b Explain what Finnigan might mean by this. Gabriel has been humiliated by hisparents for most of his life. He has finally snapped.

c Trace how Gabriel’s pride has been trampled on through the novel. Beingwhipped by his father; being told to shoot his own dog.

Lessons 12 and 13

Surrender

34


Gabriel and Questions Evangeline

Chapter 13 1 Gabriel says that the name Evangeline is holy. Why is it holy? Whatdoes the name suggest to you? Evangeline might suggest evangelist. Inturn this might suggest someone who is preaching an important message.

2 Why do you think that Evangeline wanted to go for a walk withGabriel? It seems from Gabriel’s account of their walks that Evangelinefound Gabriel interesting. However, we cannot be sure, as this is onlyGabriel’s interpretation.

Chapter 15 3 Finnigan accuses Gabriel of being ‘the lurker-in-the-shade’. What doyou think he means by that? Do you agree with Finnigan? Finnigan isprobably trying to humiliate Gabriel because he is jealous. He might betrying to suggest that Gabriel is not good enough for Evangeline, and soGabriel just appears to be hanging around, unwelcome.

4 Why do you think Evangeline continued to go for walks withGabriel? It might be that she felt sympathetic. Alternatively, she mightactually have liked him.

Chapter 19 5 Why did Gabriel go to Evangeline’s house? He believed that Finniganwas going to kill her.

6 At the end of this chapter we learn that Gabriel has been lying in bedill for four years, waiting for Evangeline to visit him. Do you thinkthat it was ever likely that Evangeline would visit Gabriel? Why? It islikely that Evangeline was killed four years ago. It is likely that the bonesthat have been found are her bones. If this is the case, then obviously shecould not visit Gabriel. However, even if she was alive, it is unlikely thatshe would visit him after the humiliating scene at Evangeline’s house.

Teacher’sNotes

Lessons 14 and 15

Questions on Gabriel’s parents:

1 What job did Gabriel’s father have? Lawyer

2 What illness did Gabriel’s mother often suffer from? Migraines

3 What did Gabriel’s parents feel about Vernon? They hated him

4 Name two punishments that Gabriel received from his parents, and in each case saywhy he was punished.

He was whipped across his legs with the stick of the feather duster because hismother thought he had stolen the money he had been looking after forFinnigan.

We are told in general terms that if he spilt a drink or broke a plate he would bemade to kneel in the corner of a room.

When he stole the sweets from the shop he was made to stand in a corner of theyard until midnight.

He was beaten with a specially-bought brown belt because of the problems hecaused when he tried to warn Evangeline about Finnigan.

He was made to shoot his own dog when the dog savaged five young goats.

Surrender

35


Surrender

36


Reading journal

This reading journal is designed to help you record your thoughts about thebook you are reading. It is not intended to include only polished pieces ofwriting, but rather a collection of your developing responses to a text. To becomea better reader, it helps to write an entry at the end of each reading session inclass or at home, noting:

The strategies you have been using as you read, e.g. reading backwards andforwards, skimming, inferring.

Your responses to what happens/what characters do and say, and ask whatthe writer has done to make you feel this way.

The questions in your mind as you read, e.g. what you are wondering aboutat the moment.

The themes and patterns that you notice in the plot or the language used.

Similarities and connections to other books you have read.

Parts of the book (words, lines) that you have enjoyed.

How what happens in the book relates to your own experiences and feelings.

The notes you make will be useful to look back on, especially before writingabout the book. For example, it will show how the author has made a characterchange and affected your feelings about him/her as the book progresses.

Before starting to read …

Ask yourself:

What can I tell about the book from its front cover and the blurb on the back cover?

Have I read any other books by this writer? What were they about?

It is often useful to make a very brief timeline like the one below to track themain events, changes in narrator, scenes and characters. When you write aboutthe book in the future, this time-chart will remind you where things that happenare described.

While reading …

Ask yourself:

What does the opening tell me about the themes and ideas, characters andsetting of the book?

In what ways does the writer grab my attention?

How many points of view on events am I given?

What would I like to ask the author if I met him/her?

Beginningof book

End ofbook

27

Surrender

37


Reading journal (continued)

Name:

Year:

Text title: Text type:

Author:

Date started: Date finished:

27

Surrender

38


As soon as you have finished reading a book …

Ask yourself:

Can I sum up the main idea of the text in three sentences?

Which characters have changed and why? Which have stayed the same?

Who would I recommend this book to and why?

Award a book rating (between 1 and 5 stars, where ★ = poor and ★★★★★ = excellent).

Write a review below summarising your thoughts about the book.

Reading journal (continued)27

28 Surrender reading journalprompts

Name: Date:

Use the questions below to help you fill in your English reading journal. What you writewill not be ‘marked’ by your teacher, only read.

Chapters 1–3

Once you have read Chapters 1–3, write down four questions you hope will beanswered by the end of the novel.

Make a record of every time the bones are mentioned. Write down what you thinkthe bones are.

Copy the following mind maps for Gabriel and Finnigan, and start adding your ownthoughts to them. Develop the mind maps as you read on with the novel. By theend of the novel these maps will record what you know about the two characters,and how you have responded to them.

Surrender

39


Gabriel

Finnigan

Relationship with ……….

Relationship with his parents

Relationshipwith Finnigan

Animalshe is compared to

What we know about hisbackground

Relationship with Gabriel

28 Surrender reading journalprompts (continued)

Name: Date:

Chapters 4–6

Summarise the pact that Gabriel and Finnigan have. What do you think this pactwill lead to in the future?

Chapter 7

Summarise how Vernon died in around 50 words.

Why does Finnigan light fires?

Chapters 8–11

Whose feelings do you most empathise with, Gabriel’s or Finnigan’s?

Chapter 12

How does the author create the tension in this chapter?

Chapter 13

Add Gabriel’s relationship with Evangeline to Gabriel’s mind map.

What similarities are there between Finnigan and Gabriel’s mother?

Chapters 13–17

Who said the following things? What do you think each of them mean?

– ‘There’s fire in my fingers. I burn everything I touch’.

– ‘I’m paying for my sins’.

– ‘“You do belong to me,” he said, “and I don’t share”’.

– ‘I thought about how stupid it is, that all of us are born destined to desiresomebody else, though desire brings with it such disappointment and pain’.

Chapter 18

Finnigan says to Gabriel, ‘I’m warning you Gabriel’. What do you think Finnigan iswarning Gabriel about? What do you think this might lead to?

Surrender

40


28 Surrender reading journalprompts (continued)

Name: Date:

Chapters 19 and 20

Gabriel is punished for visiting Evangeline’s house. Summarise in one paragraphyour response to the following question: ‘Do you think that Gabriel’s parents gavefair punishments?’

Chapter 21

What do you finally realise about where Gabriel is?

How does Vernon make an appearance in this chapter?

Does the chapter make you rethink Finnigan’s position in the novel?

Looking back …

After you had read the first three chapters you wrote down four questions that youhoped would be answered by the end of the novel. Were they answered?

Surrender

41


Teacher’sNotes

Further study areas

The following study areas provide opportunities for creating interesting and stimulatingactivities:

Author’s craft: Provide descriptions of each of the main characters to show how theymight look and how they might dress.(Author’s craft: Yr7, R12; Yr8, R10, Yr9, R9)

Writing to entertain: Write a scene that we are told about, but that does not appear in thenovel, or is dealt with very briefly:Gabriel’s parents discussing their son;McIllwraith reporting the murder of Gabriel’s parents.(Writing to entertain: Yr7, W5; Yr8, W6; Yr9, W5)

Independent research: Research into other children’s authors from Australia andproduce a class booklet recommending wider reading opportunities.(Independent research: Yr7, R1; Yr8, R2; Yr9, R2)

Personal view: Gabriel obviously admires Finnigan. However, do you think thatFinnigan is a realistic character?(Personal view: Yr7, W19; Yr8, W16; Yr9, W13)

Collaborative drama: Dramatise significant scenes from the novel:The moment Gabriel is discovered by his mother in Evangeline’s house.The final Chapter of the novel.

(Collaborative drama: Yr7, S&L16; Yr8, S&L16; Yr9, S&L14)

Reading for pleasure

If you have enjoyed Sonya Hartnett’s novel Surrender, then you will also enjoy her novelThe Silver Donkey about two children who help a stranded British Soldier who wants toget back to England from France during the First World War.

You will also enjoy Sonya Hartnett’s novel Thursday’s Child. Set during the GreatDepression Harper Flute watches her younger brother create a vast network of tunnels inwhich to escape the family’s problems.

Surrender

42


Surrender

43

Teacher’sNotes © Harcourt Education Limited, 2006

Surrender by Sonya Hartnett Lesson 1 60 minutes

Class: Date: Period:

Lesson coverage: Chapters 1 and 2Lesson aims: 1 To define first and third person perspectives

2 To explore the use of perspectives, through personal writing

Prior learning/ Reading of Chapters 1 and 2knowledge: Understanding of first and third person perspectives

Book activity: Exploration: Activity 1 – Considering first and third person perspectives

Framework Objectives: Assessment Foci:Year 7: R9, Wr5, S&L8 Reading: AF3, AF5.Year 8: R6, Wr5, S&L8 Writing: AF1, W14.Year 9: R6, Wr5, S&L6

Starter: (10 minutes.) Ask the students to work in groups. Give each group acopy of Student Sheet 1. Ask them to read the passages and identifywhich of the passages have been written in the first person and whichhave been written in the third person. Ask a representative of eachgroup to report back to the class. Focus on the different pronouns used.The students should generalise about the advantages anddisadvantages of first and third person writing. For example, with firstperson perspective we can only learn about what the narrator knows;and with third person perspective we do not explore the maincharacter’s feelings as thoroughly.

Introduction: (10 minutes) Using Student Sheet 2, ask students to rewrite Passage Afrom first person to third person, and Passage B from third person tofirst person. Afterwards, ask the students to work in pairs and discussany difficulties they faced.

Development: (30 minutes) In the novel we often learn about events from two differentperspectives: Gabriel’s and Finnigan’s. Ask the students to select anincident from their own lives that could be told from two differentperspectives: their own and someone else’s. It might be, for example, atime when they were told off for something they did not do, or anargument they had. They should write the incident from the twodifferent perspectives, using the first person in each case.

Plenary: (10 minutes) Ask volunteers to read out their work. The class shouldidentify ways the pieces of writing might have been different if theyhad been written in the third person.

Homework: Ask the students to redraft their pieces of writing. They should checktheir work to see whether they have sufficiently developed the opinionsand feelings within each of their pieces of writing.

Resources required: Student Sheet 1, Student Sheet 2

Personal teaching notes:

Surrender

44




Lesson coverage: Chapters 3 and 4Lesson aims: 1 To consider a series of situations in terms of how they would

personally deal with them if they were adults 2 To produce a piece of analytical writing

Prior learning/ Pre-reading of Chapters 3 and 4knowledge: Knowledge of the school’s disciplinary code

Book activity: Exploration: Activity 7 – Parents and children’s behaviour

Framework Objectives: Assessment Foci:Year 7: S&L10, S&L14, Wr2 Writing: AF2.Year 8: S&L10, S&L12, Wr3Year 9: S&L5, S&L10, Wr2

Starter: (10 minutes) Ask the students, in pairs, to share with each othermoments at home or school when they have been punished. Theyshould identify the misdemeanour, and the related punishment. Thestudents should say whether they thought the punishments wereappropriate/fair.

Introduction: (10 minutes) Show OHT 3 on an OHP. Ask the students to work ingroups. Ask them to imagine that they are parents of teenage children.Each group should consider one of the situations on the OHT, and sayhow they would deal with it. Ask each group to nominate aspokesperson to report their decisions back to the class.

Development: (30 minutes) Ask the students to imagine that the school is going toproduce a Discipline Code. In this code the school wishes to explainvery clearly: i what behaviour is expected of pupils, within lessons andaround the school and ii what sanctions will be imposed for poorbehaviour.

Working in groups the students should draw up the disciplinary code.This code should include what behaviour is expected of students, andwhat sanctions they should expect if they transgress.

Plenary: (10 minutes) Ask students to share key items from their DisciplineCodes.

Homework: Provide students with copies of the United Nation’s Children’s Charter,which can be found on http://www.therightssite.org.uk/html/kyr.htmThe students should identify what they consider to be the five mostimportant Articles, and place them in a hierarchy of importance.

Resources required: OHT 3


Surrender

45




Lesson coverage: Close reading of Chapter 5, and some personal reflectionLesson aims: 1 To select adjectives that describe Gabriel; and then to select

adjectives that describe themselves 2 To produce a piece of writing that defines their ‘opposite’

Prior learning/ Pre-reading of Chapter 5knowledge:

Book activity: Exploration: Activity 9 – Describing your own personality

Framework Objectives: Assessment Foci:Year 7: W18, Wr6 Writing: AF7, AF8. Year 8: W10, Wr13Year 9: W8, Wr10

Starter: (10 minutes) Give students a copy of Student Sheet 4 – a list ofadjectives. Ask the students to identify any of the adjectives thatdescribe Gabriel, and any of the adjectives that describe Finnigan. Askstudents to then give an example from the novel to support each oftheir adjective selections. For example, if they felt that Finnigan is loyal,they might refer to the cases of fires that he started to avenge Gabriel.

Introduction: (20 minutes) Using Student Sheet 4, ask students to select adjectives thatthey think describe themselves. Ask them to write a sentence toillustrate how each of the adjectives they have selected describesthemselves. For example: ‘Honest – If I found a wallet or purse in thestreet I would hand it in to the Police’.

Development: (30 minutes) In Surrender, when Finnigan discusses the potentialrelationship between himself and Gabriel, Finnigan says, ‘You will onlybe good things – you’ll never get angry or fight. And I will only be badthings – I will always get angry and fight. We’ll be like opposites.’Askstudents to re-read page 27 of Surrender. Using Student Sheet 5, getstudents to read the year 9 student’s description of their opposite.Students now write their own short description of what sort of persontheir own opposite would be.

Plenary: Ask the students to share their work with another student.Alternatively, you could ask the class to define what they think aregood personal qualities and bad personal qualities.

Homework: Ask students to share their work with their parents. How far do theirparents agree with their children’s personal analysis? Would the parentswish to challenge any of their children’s opinions about themselves?Ask students to make a written record of their parents’ responses.



Surrender

46




Lesson coverage: Close reading of Chapter 7Lesson aims: 1 To respond to a series of imagery

2 To produce a piece of descriptive writing

Prior learning/ Pre-reading of Chapter 7knowledge: Understanding of the terms simile and metaphor

Book activity: Exploration: Activity 12 – Personification

Framework Objectives: Assessment Foci:Year 7: W14, Wr14 Reading: AF3, AF5.Year 8: W11, Wr6 Writing: AF1, AF7. Year 9: W7, Wr11

Starter: (10 minututes) Explain that good imagery creates different mentalpictures for the reader, who develops a number of responses – there isno correct response.1 The top half of Student Sheet 6 presents some reactions to the

imagery ‘The fire leapt and darted’ which appears in chapter 7 (page36). Ask the students to work in groups and see if they can think ofany other qualities suggested by the imagery of ‘The fire leapt anddarted’.

2 Introduce the term ‘personification’ into the discussion.3 Present the imagery extracts that appear in the table on the bottom

half of Student Sheet 6. Ask students to work in pairs and read theimagery extracts and decide on what pictures they create in theirminds. Then, ask them to decide which of them are examples ofpersonification.

Introduction: (20 minutes) Re-read the description of the fire from Chapter 7 onStudent Sheet 7. The passage is surrounded by boxes, some of whichcontain responses to the language. Ask students to suggest responses tothe language that could be placed into the empty boxes.

Development: (20 minutes) Ask the students to select one of the following naturalphenomena: rainbow, rising or setting sun, avalanche or volcano. Askthe students to personify their chosen natural phenomena in a piece ofdescriptive writing.

Plenary: (10 minutes) Ask each students to share their favourite sentence(s) fromtheir writing.

Homework: Ask students to complete their piece of descriptive writing.



Surrender

47




Lesson coverage: Chapter 9 Lesson aims: 1 To engage in close reading in order to collect relevant information

2 To reflect on character3 To reflect on the nature of vigilante behaviour

Prior learning/ Pre-reading of Chapter 9 knowledge: Some initial opinions of Finnigan

Framework Objectives: Assessment Foci:Year 7: R7, R12, W14 Reading: AF2, AF3.Year 8: R4, R12, W11Year 9: R5, R13, W7

Starter: (10 minutes) Ask the students to read the paragraph on Student Sheet 8,and in groups discuss what the paragraph suggests about Finnigan. Dothey think that Finnigan is more than just a human being? DoesFinnigan represent some sort of devil character?

Introduction: (10 minutes) Discuss with the class whether they think vigilantebehaviour can ever be justified.

Development: (30 minutes) Distribute Student Sheet 9. This lists many of the fires thatFinnigan started. Ask students to work in pairs to complete the table.They need to give reasons (for as many of the fires as possible) as towhy they started. Notice that we do not learn why all of the fires werestarted. (Answers appear in the Teachers’ Notes, page 32.)

Ask the students to speculate reasons why the other fires were started.

Plenary: (10 minutes) Ask the students to give their impression of Finnigan now.Encourage students to persuade the rest of the class that their opinion isa valid one by providing textual evidence to support any of theiropinions about Finnigan.

Resources required: Student Sheet 8, Student Sheet 9, Teacher’s Notes (page 32)


Surrender

48




Lesson coverage: Chapter 9Lesson aims: 1 To obtain a clearer understanding of the way two characters have

been presented: Constable Eli McIllwraith and Gabriel’s father

Prior learning/ Pre-reading of Chapter 9knowledge:

Book activity: Exploration: Activity 16 – Character notes

Framework Objectives: Assessment Foci:Year 7: R8, R14 Reading: AF2, AF5. Year 8: R5, R13Year 9: R6, R18

Starter: (10 minutes) Ask the students to summarise what they remember aboutConstable Eli McIllwraith and Gabriel’s father. The students’ responseswill encourage them to focus on the two characters before they tacklethe next two activities. (Answers appear in the Teachers’ Notes, page 32.)

Introduction: (20 minutes) Distribute Student Sheet 10. Ask the students to study thepassage taken from Chapter 9. Ask the students to explore what each ofthe underlined phrases might suggest about Constable Eli McIllwraith.

Development: (20 minutes) Distribute Student Sheet 11, which contains a passageabout Gabriel’s father. Ask the students to annotate the extract, makingcomments about what each of the underlined phrases suggests aboutGabriel’s father. One of the boxes has been filled in as an example ofwhat is expected from the students.

Plenary: (10 minutes) Ask the students to summarise what they think aboutConstable Eli McIllwraith and Gabriel’s father. Ask them whether theirclose reading has changed the opinions they had at the beginning of thelesson.

Resources required: Student Sheet 10, Student Sheet 11, Teacher’s Notes (page 32)


Surrender

49


Surrender by Sonya Hartnett Lessons 7 and 8 120 minutes


Lesson coverage: Chapters 15 and 16Lesson aims: 1 To examine the use of the two main characters of Surrender as

symbols

Prior learning/ Pre-reading of Chapter 15 and Chapter 16knowledge:

Book activity: Exploration: Activity 20 – Symbols

Framework Objectives: Assessment Foci:Year 7: R9, R19, Wr19 Reading: AF1, AF6, AF7.Year 8: R5, R10, R13, Wr18 Writing: AF2, AF3. Year 9: R6, R7, R18, Wr16, Wr17

Starter: (10 minutes) Ask students to work in groups and make a list of some ofthe symbols encountered in everyday life, for example:

A green light tells you it is safe to cross the roadA bell may signal the start or end of lessons at schoolA dove is a symbol of peace

Introduction: (30 minutes) As a class read the poem The sick rose by William Blake onStudent Sheet 12. Ask the students to work in pairs and to fill in thetable of possible meanings associated with the symbols used in thepoem. When you ask the groups to report their findings back to theclass, emphasise the use of night and darkness as symbols of evil.

Development: (30 minutes) Students explore how far Gabriel and Finnigan’s charactersin Surrender represent good and evil. Ask them to work in small groupsand look through the first 14 chapters of Surrender for descriptions ofGabriel and Finnigan, and fill in the table on Student Sheet 13.

Discuss with the class: Gabriel introduces himself as the messenger, which is a clear biblicalreference. In what way is Gabriel a messenger and what messagedoes he offer the novel. The pact that Gabriel and Finnigan have allows Gabriel to only dogood things. Is Gabriel’s behaviour always good? Does Gabrielbehave badly at any point in the novel?Why does Gabriel choose to die? What is the link between Gabriel’sdeath and Finnigan?

(40 minutes) Ask students to produce a piece of analytical writingwhich summarises their opinion about Gabriel and Finnigan’scharacters as symbols of good and evil. Encourage them to offer a point,provide a quotation, and then discuss the significance of the quotation.You can give them Student Sheet 14 as a planning sheet for their writing.

Plenary: Ask the students to define what a symbol is, and to relate theirdefinition to Gabriel and Finnigan as symbols of good and evil.

Homework: Ask students to produce two paragraphs in which they use their ownsymbols to illustrate good and evil.

Resources required: Student Sheet 12, Student Sheet 13, Student Sheet 14


Surrender

50




Lesson coverage: Chapters 15 and 16Lesson aims: 1 To explore Sonya Hartnett’s use of colour to represent emotion

2 To write a piece of poetry that explores the use of colour to represent emotion

Prior learning/ Reading of Chapters 15 and 16Experience of the use of simile and metaphor in poetry

Book activity: Exploration: Activity 21 – Using colours to represent emotions

Framework Objectives: Assessment Foci:Year 7: R14, Wr8 Reading: AF5.Year 8: R13, Wr8 Writing: W7.Year 9: R18, Wr8

Starter: (10 minutes) Discuss with the class what colours they associate withwhat emotions. For example, red is a colour associated with danger andanger; green is used to represent envy; black is used to representdepression. Then, ask the students if any particular colours affect thememotionally? For example, do they see pink and white as provocativecolours?

Introduction: (20 minutes) Re-read pages 101–103. When Evangeline asks Gabriel‘What’s inside you?’ he replies, ‘Colours’ and says that the colours areblue and green. Finnigan claims that the colours inside Gabriel are infact soot and pearl.

Label four sheets of paper ‘red’, ‘blue’, ‘green’ and ‘yellow’. Ask thestudents to move around the class to write down what emotions theyassociate with each of the colours. Some suggestions of emotions are:fear, anger, sorrow, joy, surprise, happiness, wonder, sadness, pride,shame, fear, respect, love, loneliness. Tell the students that you expect atleast three contributions from each of them – ask the students to initialeach of their contributions. Then, ask selected students to explain thechoices they have made.

Development: Ask students to consider the opening to a poem on Student Sheet 15that explores the use of colour to represent emotions. Ask them to makeup the first lines of their own poem in a similar fashion.

Plenary: Ask the students to share the opening lines of their poems.

Homework: Ask students to complete their colour poems.

Resources required: Student Sheet 15


Surrender

51




Lesson coverage: Chapters 17 and 18 and a drama activity Lesson aims: 1 To consider the key issues raised in the argument between Gabriel

and Finnigan2 To engage in a piece of drama

Prior learning/ Reading of Chapters 17 and 18knowledge: An understanding of the conventions of drama

Book activity: Exploration: Activity 24 – Dramatising an argument

Framework Objectives: Assessment Foci:Year 7: S&L13, S&L15 Reading: AF3Year 8: S&L11, S&L16 Writing: AF3Year 9: S&L10, S&L14

Starter: (10 minutes) Present OHT 16 on an OHP – this shows an argumentbetween Gabriel and Finnigan. Analyse the extract in order to isolatethe key points in the argument. A series of questions accompany theextract to encourage the students to analyse the argument.

Introduction: (15 minutes) 1 Present OHT 17 on an OHP. This is the same argument but

presented as a drama script. Together, discuss the variousconstituents of the drama script: setting; stage directions; directionsfor the actors (how to deliver their lines). The script has beenappropriately labelled on Student Sheet 18.

2 Ask the students what is lost or gained when a piece of prose ischanged into a drama script. For example, in a drama script werarely learn what people are thinking. In a piece of prose theatmosphere can be created through description.

Development: (25 minutes) The argument between Gabriel and Finnigan is all aboutthe balance between them in their relationship. In small groups askstudents to select one of the following scenarios to dramatise:

Two teenagers are having an argument because although they areclose friends, one of them thinks that the other makes all thedecisions about what they do and who they mix with.Two teenagers of the same gender are having an argument becauseone of them has a new boyfriend or girlfriend, and the other isjealous.A married couple, and their teenage child, are having an argumentbecause the teenager thinks that their parents control them toomuch.

This activity should be developed as a short piece of improvised actingwith the written element set as homework.

Plenary: (10 minutes) Ask students to present their scenario to the class.

Homework: Ask the students to write a play script based on the acting they havedone during the lesson.

Resources required: OHT 16, OHT 17, Student Sheet 18


Surrender

52




Lesson coverage: Chapters 20 and 21Lesson aims: 1 To explore key themes in the novel

Prior learning/ Reading of the whole novelknowledge:

Book activity: Exploration: Activity 26 – Analysing quotations from the novel

Framework Objectives: Assessment Foci:Year 7: R8, R17, S&L14 Reading: AF3, AF5. Year 8: R7, R13, S&L11Year 9: R6, R18, S&L5

Starter: (10 minutes) On Student Sheet 19 are a number of quotations fromChapters 20 and 21. As a class answer the questions relating to the firstquotation. (Answers appear in the Teachers’ Notes, page 34.)

Introduction: (20 minutes) Ask the students to work in pairs to answer the questionsposed for each of the quotations.

Development: (20 minutes) Ask the students to work in pairs and select three morequotations from Chapters 20 and 21, create two or three questions foreach quotation and then challenge another pair of students to answerthese questions.

Plenary: (10 minutes) Come together as a class and ask pairs to share theirexperiences: did some quotations pose more difficulties than others, andwhy? Ask the students to consider the significance of this activity:different readers make different sense of the same literary text.

Homework: Ask students to write down, in continuous prose, what they understandabout any five of the quotations they have studied during the lesson.

Resources required: Student Sheet 19, Teacher’s Notes (page 34).


Surrender

53




Lesson coverage: Chapters 13–21Lesson aims: 1 To compare the relationship between Gabriel and Evangeline in

Surrender with the relationship between Gabriel and Evangeline in Henry Longfellow’s poem ‘Evangeline’.

Prior learning/ Reading Chapters 13–21knowledge:

Framework Objectives: Assessment Foci:Year 7: R9, R12, Wr19 Reading: AF2, AF6.Year 8: R13, Wr16 Writing: AF3.Year 9: R6, R18, Wr16.

Starter: (10 minutes) Students are going to explore the similarities anddifferences in the relationship between Gabriel and Evangeline in thenovel Surrender and the relationship between Gabriel and Evangeline inHenry Longfellow’s poem ‘Evangeline’. Tell students that they willneed to decide whether Sonya Hartnett might have been influenced byHenry Longfellow’s poem.

Ask students to work in groups and read the brief summary of HenryLongfellow’s poem on Student Sheet 20.

Introduction: (20 minutes) Ask students to work in groups and use Student Sheet 21 toassist them in summarising the relationship between Gabriel andEvangeline in the novel Surrender. (Answers on Teacher’s Notes page 34.)

Development: (60 minutes) Student Sheet 22 provides extracts with commentry fromHenry Longfellow’s poem. Let students work in groups and use this forreference. Student Sheet 23 has a table in which details from HenryLongfellow’s poem are summarized in the first column. Ask students tocomplete the second column by filling in similar details from the novelSurrender.

Plenary: (10 minutes) Ask each group to commit themselves to say whether ornot they think that Sonya Hartnett was influenced by HenryLongfellow. The groups should use textual evidence to support theirarguments.

Resources required: Student Sheet 20, Student Sheet 21, Student Sheet 22, Student Sheet 23,Teacher’s Notes page 34.


Surrender

54




Lesson coverage: Whole novelLesson aims: 1 To give a considered personal view, with textual support

Prior learning/ Reading of the whole novelknowledge:

Book activity: Inspiration: Activity 1 – Were Gabriel’s parents good parents?

Framework Objectives: Assessment Foci:Year 7: R9, R12, Wr19 Reading: AF2, AF6.Year 8: R13, Wr16 Writing: AF2, AF3. Year 9: R6, R18, Wr16.

Starter: Ask the students the following questions, to help them refocus onGabriel’s parents. (Answers appear in the Teacher’s Notes, page 35.)1 What job did Gabriel’s father do? 2 What illness did Gabriel’s mother often suffer from?3 What did Gabriel’s parents feel about Vernon? 4 Name two punishments that Gabriel received from his parents, and

in each case say why he was punished.

Introduction: (30 minutes) 1 Student Sheet 24 presents the five punishments that are mentioned

in the novel, plus some other quotations that refer to the parents’interactions with their children. Ask students to work in pairs. Askone pupil to support the parents’ behaviour, and one to criticise it.Afterwards, ask pairs to join together and share the results of theirdiscussions.

2 Ask the students to say how they, if they were parents, would havedealt with each of the issues raised on Student Sheet 24.

Development: (70 minutes) Ask students to write an essay which considers: ‘WereGabriel’s parents good parents?’ Student Sheet 25 provides scaffoldingto support the students in writing their essay and Student Sheet 26provides a planning sheet for them to use.

Plenary: Ask students to identify moments when they might have responded inthe same way as Gabriel’s parents. Ask the students to say how theywould have acted differently to Gabriel’s parents in specificcircumstances.

Homework: Ask students to complete their essay on ‘Were Gabriel’s parents goodparents?’

Resources required: Student Sheet 24, Student Sheet 25, Student Sheet 26, Teacher’s Notes(page 35).


Surrender

55


Lesson 4 Lesson 5 Lesson 6Lesson 1 Lesson 2 Lesson 3Med

ium

-ter

m s

tud

y p

lan

for

Surrender

by

Son

ya H

artn

ett

Cov

erag

eO

bje

ctiv

es a

nd

les

son

ou

tcom

esA

sses

smen

t Fo

ciFr

amew

ork

Ob

ject

ives

Wee

k o

f st

ud

y: 1

Rea

din

g th

rou

gh t

he

nov

el: C

hapt

ers

1–6

Cha

pter

s 1

and

2

Cha

pter

s 5

and

6

Cha

pter

s 5

and

6

Def

inin

g fi

rst a

nd th

ird

per

son

pers

pect

ives

.E

xplo

ring

the

use

of tw

o na

rrat

ive

pers

pect

ives

.

Con

sid

erin

g th

e na

ture

of

puni

shm

ent.

Prod

ucin

g sc

hool

dis

cipl

ine

cod

e.

Clo

se r

ead

ing.

Con

sid

erat

ion

of F

inni

gan

and

Gab

riel

s’ c

hara

cter

s.

Rea

din

g:A

F3, A

F5W

riti

ng:

AF1

, W14

Wri

tin

g: A

F2

Wri

tin

g:A

F7, A

F8

Year

7:R

9, W

r5, S

&L

8Ye

ar 8

:R6,

Wr5

, S&

L8

Year

9:R

6, W

r5, S

&L

6

Year

7:S

&L

10, S

&L

14, W

r2Ye

ar 8

:S&

L10

, S&

L12

, Wr3

Year

9:S

&L

5, S

&L

10, W

r2

Year

7:W

18, W

r6Ye

ar 8

:W10

, Wr1

3Ye

ar 9

:W8,

Wr1

0

Cha

pter

7

Cha

pter

9

Cha

pter

9

Und

erst

and

ing

the

term

s si

mile

, met

apho

r, pe

rson

ific

atio

n.U

sing

fig

urat

ive

lang

uage

in a

pie

ce o

f d

escr

ipti

ve w

riti

ng.

Ref

lect

ing

on F

inni

gan’

s d

evel

opin

g ch

arac

ter.

Con

sid

erin

g th

e na

ture

of

vigi

lant

e be

havi

our.

Exp

lori

ng h

ow th

e au

thor

pre

sent

s th

e tw

o ch

arac

ters

: G

abri

el’s

fat

her

and

Con

stab

le M

cIllw

rait

h.

Rea

din

g:A

F3, A

F5W

riti

ng:

AF1

, AF7

Rea

din

g:A

F2, A

F3

Rea

din

g:A

F2, A

F5

Year

7:W

14, W

r14

Year

8:W

11, W

r6Ye

ar 9

:W7,

Wr1

1

Year

7:R

7, R

12, W

14Ye

ar 8

:R4,

R12

, W11

Year

9:R

5, R

13, W

7

Year

7:R

8, R

14Ye

ar 8

:R5,

R13

Year

9:R

6, R

18

Wee

k o

f st

ud

y: 2

Rea

din

g th

rou

gh t

he

nov

el: C

hapt

ers

7–9

Surrender

56


Lesson 10 Lesson 11 Lessons 14 and 15Lessons 7 and 8 Lesson 9Med

ium

-ter

m s

tud

y p

lan

for

Surrender

by

Son

ya H

artn

ett

Cov

erag

eO

bje

ctiv

es a

nd

les

son

ou

tcom

esA

sses

smen

t Fo

ciFr

amew

ork

Ob

ject

ives

Wee

k o

f st

ud

y: 3

Rea

din

g th

rou

gh t

he

nov

el: C

hapt

ers

1–6

Cha

pter

s 1–

14T

he s

ick

rose

by B

lake

.

Cha

pter

s 15

and

16

Def

inin

g th

e te

rm im

ager

y.St

udyi

ng tw

o lit

erar

y ex

ampl

es o

f im

ager

y.C

onsi

der

ing

whe

ther

Sur

rend

eris

an

exam

ple

of im

ager

y.

Exp

lori

ng th

e au

thor

’s u

se o

f co

lour

to r

epre

sent

em

otio

n.W

riti

ng a

pie

ce o

f po

etry

.

Rea

din

g:A

F1, A

F6,

AF7

Wri

tin

g:A

F2, A

F3

Rea

din

g:A

F5W

riti

ng:

AF7

Year

7:R

9, R

19, W

r19

Year

8:R

5, R

10, R

13, W

r18

Year

9:R

6, R

7, R

9, W

r16,

Wr1

7

Year

7:R

14, W

r8Ye

ar 8

:R13

, Wr8

Year

9:R

18, W

r8

Cha

pter

s 17

and

18

Cha

pter

s 20

and

21

Cha

pter

s 13

–21

‘Eva

ngel

ine’

by

Lon

gfel

low

.

Ana

lysi

ng th

e ar

gum

ent b

etw

een

Gab

riel

and

Fin

niga

n.Pr

oduc

ing

a pi

ece

of d

ram

a.

Exp

lori

ng th

e no

vel’s

key

them

es.

Sett

ing

and

ans

wer

ing

ques

tion

s.

Com

pari

ng a

spec

ts o

f Su

rren

der

and

‘Eva

ngel

ine’

.

Rea

din

g:A

F3W

riti

ng:

AF3

Rea

din

g:A

F3, A

F5

Rea

din

g:A

F2, A

F6W

riti

ng:

AF3

Year

7:S

&L

13, S

&L

15Ye

ar 8

:S&

L11

, S&

L16

Year

9:S

&L

10, S

&L

14

Year

7:R

8, R

17, S

&L

14Ye

ar 8

:R7,

R13

, S&

L11

Year

9:R

6, R

18, S

&L

5

Year

7:R

9, W

r15

Year

8:R

5, W

r13

Year

9:R

6, R

9, W

r13

Who

le n

ovel

Con

sid

erin

g G

abri

el’s

par

ents

.Pr

oduc

ing

a pi

ece

of a

naly

tica

l wri

ting

.R

ead

ing:

AF2

, AF6

Wri

tin

g:A

F2, A

F3Ye

ar 7

:Yr7

: R9,

R12

, Wr1

9Ye

ar 8

:Yr8

: R13

, Wr1

6Ye

ar 9

:R6,

R18

, Wr1

6

Wee

k o

f st

ud

y: 4

Rea

din

g th

rou

gh t

he

nov

el: C

hapt

ers

17–2

1

Wee

k o

f st

ud

y: 5

Rea

din

g th

rou

gh t

he

nov

el: W

hole

nov

el

Lesson 12 and 13

Documents

Surrender by Sonya Hartnett - Pearson Schoolassets.pearsonschool.com/asset_mgr/current/201214/Surrender_web.pdfThe events of Surrender are narrated in the first person by two characters