Embed Size (px)
Citation preview
Aims and Objectives
Knowledge skills and understandingUnderstanding texts b to analyse and discuss alternative interpretations ambiguity and allusion c how ideas values and emotions are explored and portrayed
d to identify the perspectives offered on individuals community and society f to read and appreciate the scope and richness of complete novels plays and poems Understanding the authors craft g how language is used in imaginative original and diverse ways h to reflect on the writers presentation of ideas and issues the motivation and behaviour of characters the development of plot and the overall impact of a text
Writing to analyse review comment l reflect on the nature and significance of the subject matter m form their own view taking into account a range of evidence and opinions n organise their ideas and information distinguishing between analysis and comment o take account of how well the reader knows the topic Planning and drafting 2 To improve and sustain their writing pupils should be taught to a plan draft redraft and proofread their work on paper and on screen b judge the extent to which any or all of these processes are needed in specific pieces of writing c analyse critically their own and others writing
NLS
Word LevelWL1 review consolidate and secure the spelling conventions covered in Year 7 which includea vowel choicesb pluralisationc word endingsd prefixes and suffixese apostrophesf homophonesWL 2 revise and remember high-frequency spellings3 investigate lexical patterns in new vocabulary4 learn complex polysyllabic words and unfamiliar words which do not conform to regular patterns5 secure the spelling of key terms and new words from across the curriculumWL 7 review and develop their ability toa recognise links between words related by word families and roots
bwork out the meaning of unknown words using context syntax etymology morphology and other factors
c understand and explain exactly what words mean in particular contexts
Writing
Write to analyse review comment
W17 integrate evidence into writing to support analysis or conclusions eg data quotationW18 write a critical review of a substantial text taking account of the context in which it was written and the likely impact on its intended readers
Reading
Reading for meaning
R4 review their developing skills as active critical readers who search for meaning using a range of reading strategiesR5 trace the development of themes values or ideas in textsR7 identify the ways implied and explicit meanings are conveyed in different texts eg irony satire
Understanding the authors craft
R10 analyse the overall structure of a text to identify how key ideas are developed eg through the organisation of the content and the patterns of language used
Study of literary texts
R13 read a substantial text (novel play or work of one poet) revising and refining interpretations of subject matter style and techniqueR14 recognise the conventions of some common literary forms eg sonnet and genres eg Gothic horror and explore how a particular text adheres to or deviates from established conventions
Speaking and Listening2 tell a story recount an experience or develop an idea choosing and changing the mood tone and pace of delivery for particular effectS+L 5 ask questions to clarify understanding and refine ideasThe themes and issues in the novel can provide an excellent starting point to help consider several of the topics in the following PSHE Key Stage 3 Curriculum area Developing good relationships and respecting the differences between peopleMore specifically it is particularly relevant to tackle the following objectivesbullDevelop understanding of the effects of all types of stereotyping prejudice bullying racism and discrimination and how to challenge them assertivelybullDevelop empathy for othersbullDevelop understanding about the nature of friendship and encourage reflection on how to make and keep friends
bullTo recognise that goodwill is essential to positive and constructive relationshipsbullTo resist pressure to do wrong to recognise when others need help and how to support them
By reading the novel the above issues are placed in a context which allows for a creative and thought-provoking explorationIn the English Framework (Year 8) study of the novel could help to cover the followingReading for meaningbulltrace the development of themes values or ideas in texts
Understanding the authors craftbullanalyse the overall structure of a text to identify how key ideas are developed eg through the organisation of the content and the patterns of language usedbullinvestigate the different ways familiar themes are explored and presented by different writers
Study of literary textsbullrecord and review the development of their independent reading and identify ways of increasing its scope and challengebullread a substantial text (novel play or work of one poet) revising and refining interpretations of subject matter style and technique(wwwstandardsdfesgovuk)The Tulip Touch is suited to class group and independent reading
Narration and Point of ViewThe book presents the story from the point of view of Natalie who is the first person narratorTherefore the friendship is biased towards her perception and experience of events Natalie interprets other characterrsquos points of views relaying these to the reader such as those of her parents Her
tone and style is reminiscent as she writes looking back on events giving her voice more authority and weight The reader is more inclined to trust her judgment as she is considering things retrospectively rather than as they happen
SettingSet in the wonderful and captivating Palace Hotel and surroundings the setting provides a fascinating environment that underlines the theme of a dark and sometimes frightening friendship The hotel is symbolic in many ways as it is a place of short visits - where people do not stay long and represents a transient form of life In the same way Natalie and Tuliprsquos friendship is very much a transient one - that will change with their circumstances do and as they matureThe hotel quickly becomes dated and fails to keep up with modernisation reflecting this even more It also provides a fantastic and encapsulating playground for the girls to create their games and use their imagination away from the restrictions of parents and rules
StructureSet over a number of years from when Natalie first moves to the Palace Hotel as a young girl to early teenage years the reader sees the girls grow older and mature The book is divided into three parts which signal the distinct stages of the girlsrsquo relationship
Characters
NataliemdashThe protagonist of the book A shy and rather withdrawn girl who is overwhelmed by Tulips stronger personality
Mrs BarnesmdashNatalies mother who is frequently absorbed in the care of Natalies toddler brother
Mr BarnesmdashNatalies father a helpful and caring man who works for the hotel
JuliusmdashNatalies young brother
TulipmdashNatalies best friend her level of mental disturbance is more and more evident as the story progresses
Mr PiercemdashTulips father-a harsh and extremely abusive man
Mrs Piercemdashtypical abused-spouse character-not a major figure
MeganmdashNatalies friend
JoshmdashNatalies friend
Themes The Tulip Touch shows just how difficult it can be to act when you see a child in trouble From the first meeting with Tulip Natalie knows that there is something odd about Tulip Natalies father instantly knows that there are serious home issues when he
visits Tulips house describing it as not suitable for children and stopping Natalies younger brother from going around there The teachers see Tulips faded worn uniform and know from various signs that all is not right at home Many of the adults in the hotel are fully aware that Tulips home life is terrible that she is unloved and lonely that her father is an abusive alcoholic that her mother is clinically depressed and that both she and Tulip are physically punished by Mr Pierce However not one of them does anything to save Tulip who is the victim of all this As Natalie grows older and distances herself from Tulip she begins to question why adults allow Tulip to get away with so much but yet all call her evil or wicked Why do they pity Tulip yet do nothing to get her away from her abusive father Even the police when they visit Natalie and her family following Tulips little visits to a grieving family knowledge that Mr Pierce has a terrible temper and takes it out on his family Natalie tries hard to explain that Tulip is in real danger of being seriously hurt or killed yet no one responds In todays society social services are often seen as either being negligent or being too overbearing- for example the case of Baby P in the UK If the teachers or Natalies parents had gone to the social services about Tulip she might have been saved and her very real talents- imagination creativity focus and determination- could have been turned to better things No one responds although they often talk about her with pity or anger and they often confuse Natalie with their attitudes- they expect her to invite Tulip over to the hotel but they wont go and visit her at home or call her themselves By the end of the novel Natalie has begun to question why the adults do nothing to help Tulip when they know what is happening Her father in particular shows that he thinks Natalie should do something but Natalie explains that as a child she is unable to be taken seriously- she has no power to get Tulip to safety or prevent bad things from happening to her Although if she told the police about what Tulip liked to get up to she might have prevented many fires this would also involve risk to herself The adults simply do not want to get involved either- they feel bad but choose to look after them selves first Ultimately this novel paints a vivid picture of abuse the signs that a child may give of a troubled home life and the true nature of bystanders who witness a crime Tulip is failed by everyone around her a victim of abuse who will likely remain trapped in a world of violence criminal behaviour and misery becoming yet another statistic in our modern world of abused becoming abuser
IssuesFriendship - this is the main subject of the novel and provides an absorbing and piercing insight into the relationship of two best friends
ldquoThe silence between us grew And then too embarrassed to come to my senses I added the really stupid bit ldquoDo you want to be friendsrdquo (p11)
Good and evil - there are many questions raised in the novel as to why Tulip behaves as she does It proves an interesting dilemmaover the true nature of what makes one person good and one person evil and fundamentally what these two concepts mean themselves
Some other themes to considerhellipFamiliesMovingGrowing up
TEACHING SUGGESTIONSDiscussionFriendship Begin by a general discussion on friendship - what makes people become friends Why are people better friends with some people than others What are the qualities that make a goodbad friendDivide into smaller groups for discussion of the questions to help the students explore their views before resuming as a class group to further extend thinking about the issues raised How did Tulip and Nataliersquos friendship start Find evidence in the book What were the circumstances surrounding the outset of the friendship What did Natalie in Tulip that made her so reliant on her friendship Was their friendship equal WhyWhy not How did the girls personal circumstances differ What did they have in common What single word would you use to describe Natalie and Tuliprsquos friendshipConsider how their friendship changes as the girls grow olderWho controls the relationship now How do the girls change themselves What makes Natalie realise that Tuliprsquos games are becoming more and more sinisterWhat is the difference between them that makes Natalie pull away from Tuliprsquos games and makes Tuliprsquos behaviour more erratic How do they think Natalie would have felt as she finally breaks off their friendship altogether Did she make the right decision How do you react to the treatment of Tulip by Natalie and the other characters in this novel How do the students view the ending with Nataliersquos admission that she will always feel guiltyLook at the friendship in relation to Natalie and Tuliprsquos isolation from their peers What is it that makes this happen How must it make them both feel
Good and evil
What do we mean when we talk about good and evil Reread parts of the novel and identify words used to describe Tulip (unpleasant savage mad bad witch wicked evil) Does Tulip behave outrageously because of who she is or the life she has experienced Consider some of the mean things she does does this make her an evil personWhat are her motivations How does her social status affect her behaviour
LanguageThe book is narrated in the first person from Nataliersquos perspectiveLook at the style and tone of the language taking a paragraph such as the one below and discuss how this colours the readerrsquos interpretation and how they feel about the friendship
ldquoIn class time to be fair the teachers tried over and over to give me opportunities to make new friendshelliphellipIrsquod chat to them and theyrsquod chat back Irsquod even wonder what it would be like to have them as friends But when we came back into the classroom I couldnrsquot help but glance across And there was Tulip seeking me out with her hard cold hungry little eyes as if she could actually see if Irsquod stayed faithful if I still belonged to herBack then of course I never thought to wonder what it was Tulip saw in me But now I think could some small part of it have been that if she could keep someone as faceless and nondescript as me as her friend then it really couldnrsquot prove so much that everyoneelse hated her And hate her they did Because she spoiled everything(p47)
How does the tone of Nataliersquos voice affect the meaning Ask different students to read the paragraphDo the different readings affect the meaning In what wayIdentify words that Natalie uses to describe Tulip How does this collection of words help build a picture of Tulip Does anyone empathise with Tulip
CREATIVE ACTIVITIESWriting projectsbullWrite a diary either from Natalie or Tuliprsquos point of view Write an entry after an event or game the girls have played Ask the students to think about the style and tone of diary entries and the intimacy created Remind them that diaries may be written for personal use only and would therefore be written as though entirely confidential Therefore to write a good diary entry they must try to immerse themselves as that character and identify as much as possible to write a good piece that would reveal their true emotions
and feelings They might reveal things in a diary that they would not in a more public arenabullSelect a key extract (eg the burning of the hotel) and rewrite it from Tuliprsquos point of view Ask them to consider how this affects interpretation and responsebullWrite a letter from either Tulip or Natalie to the other explaining their feelings after a key incident (eg Nataliersquos rejection of TulipInvite students to reflect on ways in which writing about feelings differs from talking about problems or feelingsbullAsk the students to write a short story about friendship Talk aboutthe importance of structure and characterisation Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the charactersbullWrite a newspaper report on the arson attack Look at some newspaper reports on similar type incidents first and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events Create a list of factual points that must be included in the storyTaking it further drama activitiesbullIn drama improvise a scene in which Natalie and another friendreject Tulip Identify the moment of greatest dramatic tension in the scene Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame Now ask them to pare down the dialogue to just 8 exchanges They must fill the silences by using body language gesture and eye contact to convey meaning Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audienceRehearse and then present the scenes either to another group or the class
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
d to identify the perspectives offered on individuals community and society f to read and appreciate the scope and richness of complete novels plays and poems Understanding the authors craft g how language is used in imaginative original and diverse ways h to reflect on the writers presentation of ideas and issues the motivation and behaviour of characters the development of plot and the overall impact of a text
Writing to analyse review comment l reflect on the nature and significance of the subject matter m form their own view taking into account a range of evidence and opinions n organise their ideas and information distinguishing between analysis and comment o take account of how well the reader knows the topic Planning and drafting 2 To improve and sustain their writing pupils should be taught to a plan draft redraft and proofread their work on paper and on screen b judge the extent to which any or all of these processes are needed in specific pieces of writing c analyse critically their own and others writing
NLS
Word LevelWL1 review consolidate and secure the spelling conventions covered in Year 7 which includea vowel choicesb pluralisationc word endingsd prefixes and suffixese apostrophesf homophonesWL 2 revise and remember high-frequency spellings3 investigate lexical patterns in new vocabulary4 learn complex polysyllabic words and unfamiliar words which do not conform to regular patterns5 secure the spelling of key terms and new words from across the curriculumWL 7 review and develop their ability toa recognise links between words related by word families and roots
bwork out the meaning of unknown words using context syntax etymology morphology and other factors
c understand and explain exactly what words mean in particular contexts
Writing
Write to analyse review comment
W17 integrate evidence into writing to support analysis or conclusions eg data quotationW18 write a critical review of a substantial text taking account of the context in which it was written and the likely impact on its intended readers
Reading
Reading for meaning
R4 review their developing skills as active critical readers who search for meaning using a range of reading strategiesR5 trace the development of themes values or ideas in textsR7 identify the ways implied and explicit meanings are conveyed in different texts eg irony satire
Understanding the authors craft
R10 analyse the overall structure of a text to identify how key ideas are developed eg through the organisation of the content and the patterns of language used
Study of literary texts
R13 read a substantial text (novel play or work of one poet) revising and refining interpretations of subject matter style and techniqueR14 recognise the conventions of some common literary forms eg sonnet and genres eg Gothic horror and explore how a particular text adheres to or deviates from established conventions
Speaking and Listening2 tell a story recount an experience or develop an idea choosing and changing the mood tone and pace of delivery for particular effectS+L 5 ask questions to clarify understanding and refine ideasThe themes and issues in the novel can provide an excellent starting point to help consider several of the topics in the following PSHE Key Stage 3 Curriculum area Developing good relationships and respecting the differences between peopleMore specifically it is particularly relevant to tackle the following objectivesbullDevelop understanding of the effects of all types of stereotyping prejudice bullying racism and discrimination and how to challenge them assertivelybullDevelop empathy for othersbullDevelop understanding about the nature of friendship and encourage reflection on how to make and keep friends
bullTo recognise that goodwill is essential to positive and constructive relationshipsbullTo resist pressure to do wrong to recognise when others need help and how to support them
By reading the novel the above issues are placed in a context which allows for a creative and thought-provoking explorationIn the English Framework (Year 8) study of the novel could help to cover the followingReading for meaningbulltrace the development of themes values or ideas in texts
Understanding the authors craftbullanalyse the overall structure of a text to identify how key ideas are developed eg through the organisation of the content and the patterns of language usedbullinvestigate the different ways familiar themes are explored and presented by different writers
Study of literary textsbullrecord and review the development of their independent reading and identify ways of increasing its scope and challengebullread a substantial text (novel play or work of one poet) revising and refining interpretations of subject matter style and technique(wwwstandardsdfesgovuk)The Tulip Touch is suited to class group and independent reading
Narration and Point of ViewThe book presents the story from the point of view of Natalie who is the first person narratorTherefore the friendship is biased towards her perception and experience of events Natalie interprets other characterrsquos points of views relaying these to the reader such as those of her parents Her
tone and style is reminiscent as she writes looking back on events giving her voice more authority and weight The reader is more inclined to trust her judgment as she is considering things retrospectively rather than as they happen
SettingSet in the wonderful and captivating Palace Hotel and surroundings the setting provides a fascinating environment that underlines the theme of a dark and sometimes frightening friendship The hotel is symbolic in many ways as it is a place of short visits - where people do not stay long and represents a transient form of life In the same way Natalie and Tuliprsquos friendship is very much a transient one - that will change with their circumstances do and as they matureThe hotel quickly becomes dated and fails to keep up with modernisation reflecting this even more It also provides a fantastic and encapsulating playground for the girls to create their games and use their imagination away from the restrictions of parents and rules
StructureSet over a number of years from when Natalie first moves to the Palace Hotel as a young girl to early teenage years the reader sees the girls grow older and mature The book is divided into three parts which signal the distinct stages of the girlsrsquo relationship
Characters
NataliemdashThe protagonist of the book A shy and rather withdrawn girl who is overwhelmed by Tulips stronger personality
Mrs BarnesmdashNatalies mother who is frequently absorbed in the care of Natalies toddler brother
Mr BarnesmdashNatalies father a helpful and caring man who works for the hotel
JuliusmdashNatalies young brother
TulipmdashNatalies best friend her level of mental disturbance is more and more evident as the story progresses
Mr PiercemdashTulips father-a harsh and extremely abusive man
Mrs Piercemdashtypical abused-spouse character-not a major figure
MeganmdashNatalies friend
JoshmdashNatalies friend
Themes The Tulip Touch shows just how difficult it can be to act when you see a child in trouble From the first meeting with Tulip Natalie knows that there is something odd about Tulip Natalies father instantly knows that there are serious home issues when he
visits Tulips house describing it as not suitable for children and stopping Natalies younger brother from going around there The teachers see Tulips faded worn uniform and know from various signs that all is not right at home Many of the adults in the hotel are fully aware that Tulips home life is terrible that she is unloved and lonely that her father is an abusive alcoholic that her mother is clinically depressed and that both she and Tulip are physically punished by Mr Pierce However not one of them does anything to save Tulip who is the victim of all this As Natalie grows older and distances herself from Tulip she begins to question why adults allow Tulip to get away with so much but yet all call her evil or wicked Why do they pity Tulip yet do nothing to get her away from her abusive father Even the police when they visit Natalie and her family following Tulips little visits to a grieving family knowledge that Mr Pierce has a terrible temper and takes it out on his family Natalie tries hard to explain that Tulip is in real danger of being seriously hurt or killed yet no one responds In todays society social services are often seen as either being negligent or being too overbearing- for example the case of Baby P in the UK If the teachers or Natalies parents had gone to the social services about Tulip she might have been saved and her very real talents- imagination creativity focus and determination- could have been turned to better things No one responds although they often talk about her with pity or anger and they often confuse Natalie with their attitudes- they expect her to invite Tulip over to the hotel but they wont go and visit her at home or call her themselves By the end of the novel Natalie has begun to question why the adults do nothing to help Tulip when they know what is happening Her father in particular shows that he thinks Natalie should do something but Natalie explains that as a child she is unable to be taken seriously- she has no power to get Tulip to safety or prevent bad things from happening to her Although if she told the police about what Tulip liked to get up to she might have prevented many fires this would also involve risk to herself The adults simply do not want to get involved either- they feel bad but choose to look after them selves first Ultimately this novel paints a vivid picture of abuse the signs that a child may give of a troubled home life and the true nature of bystanders who witness a crime Tulip is failed by everyone around her a victim of abuse who will likely remain trapped in a world of violence criminal behaviour and misery becoming yet another statistic in our modern world of abused becoming abuser
IssuesFriendship - this is the main subject of the novel and provides an absorbing and piercing insight into the relationship of two best friends
ldquoThe silence between us grew And then too embarrassed to come to my senses I added the really stupid bit ldquoDo you want to be friendsrdquo (p11)
Good and evil - there are many questions raised in the novel as to why Tulip behaves as she does It proves an interesting dilemmaover the true nature of what makes one person good and one person evil and fundamentally what these two concepts mean themselves
Some other themes to considerhellipFamiliesMovingGrowing up
TEACHING SUGGESTIONSDiscussionFriendship Begin by a general discussion on friendship - what makes people become friends Why are people better friends with some people than others What are the qualities that make a goodbad friendDivide into smaller groups for discussion of the questions to help the students explore their views before resuming as a class group to further extend thinking about the issues raised How did Tulip and Nataliersquos friendship start Find evidence in the book What were the circumstances surrounding the outset of the friendship What did Natalie in Tulip that made her so reliant on her friendship Was their friendship equal WhyWhy not How did the girls personal circumstances differ What did they have in common What single word would you use to describe Natalie and Tuliprsquos friendshipConsider how their friendship changes as the girls grow olderWho controls the relationship now How do the girls change themselves What makes Natalie realise that Tuliprsquos games are becoming more and more sinisterWhat is the difference between them that makes Natalie pull away from Tuliprsquos games and makes Tuliprsquos behaviour more erratic How do they think Natalie would have felt as she finally breaks off their friendship altogether Did she make the right decision How do you react to the treatment of Tulip by Natalie and the other characters in this novel How do the students view the ending with Nataliersquos admission that she will always feel guiltyLook at the friendship in relation to Natalie and Tuliprsquos isolation from their peers What is it that makes this happen How must it make them both feel
Good and evil
What do we mean when we talk about good and evil Reread parts of the novel and identify words used to describe Tulip (unpleasant savage mad bad witch wicked evil) Does Tulip behave outrageously because of who she is or the life she has experienced Consider some of the mean things she does does this make her an evil personWhat are her motivations How does her social status affect her behaviour
LanguageThe book is narrated in the first person from Nataliersquos perspectiveLook at the style and tone of the language taking a paragraph such as the one below and discuss how this colours the readerrsquos interpretation and how they feel about the friendship
ldquoIn class time to be fair the teachers tried over and over to give me opportunities to make new friendshelliphellipIrsquod chat to them and theyrsquod chat back Irsquod even wonder what it would be like to have them as friends But when we came back into the classroom I couldnrsquot help but glance across And there was Tulip seeking me out with her hard cold hungry little eyes as if she could actually see if Irsquod stayed faithful if I still belonged to herBack then of course I never thought to wonder what it was Tulip saw in me But now I think could some small part of it have been that if she could keep someone as faceless and nondescript as me as her friend then it really couldnrsquot prove so much that everyoneelse hated her And hate her they did Because she spoiled everything(p47)
How does the tone of Nataliersquos voice affect the meaning Ask different students to read the paragraphDo the different readings affect the meaning In what wayIdentify words that Natalie uses to describe Tulip How does this collection of words help build a picture of Tulip Does anyone empathise with Tulip
CREATIVE ACTIVITIESWriting projectsbullWrite a diary either from Natalie or Tuliprsquos point of view Write an entry after an event or game the girls have played Ask the students to think about the style and tone of diary entries and the intimacy created Remind them that diaries may be written for personal use only and would therefore be written as though entirely confidential Therefore to write a good diary entry they must try to immerse themselves as that character and identify as much as possible to write a good piece that would reveal their true emotions
and feelings They might reveal things in a diary that they would not in a more public arenabullSelect a key extract (eg the burning of the hotel) and rewrite it from Tuliprsquos point of view Ask them to consider how this affects interpretation and responsebullWrite a letter from either Tulip or Natalie to the other explaining their feelings after a key incident (eg Nataliersquos rejection of TulipInvite students to reflect on ways in which writing about feelings differs from talking about problems or feelingsbullAsk the students to write a short story about friendship Talk aboutthe importance of structure and characterisation Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the charactersbullWrite a newspaper report on the arson attack Look at some newspaper reports on similar type incidents first and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events Create a list of factual points that must be included in the storyTaking it further drama activitiesbullIn drama improvise a scene in which Natalie and another friendreject Tulip Identify the moment of greatest dramatic tension in the scene Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame Now ask them to pare down the dialogue to just 8 exchanges They must fill the silences by using body language gesture and eye contact to convey meaning Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audienceRehearse and then present the scenes either to another group or the class
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
Writing
Write to analyse review comment
W17 integrate evidence into writing to support analysis or conclusions eg data quotationW18 write a critical review of a substantial text taking account of the context in which it was written and the likely impact on its intended readers
Reading
Reading for meaning
R4 review their developing skills as active critical readers who search for meaning using a range of reading strategiesR5 trace the development of themes values or ideas in textsR7 identify the ways implied and explicit meanings are conveyed in different texts eg irony satire
Understanding the authors craft
R10 analyse the overall structure of a text to identify how key ideas are developed eg through the organisation of the content and the patterns of language used
Study of literary texts
R13 read a substantial text (novel play or work of one poet) revising and refining interpretations of subject matter style and techniqueR14 recognise the conventions of some common literary forms eg sonnet and genres eg Gothic horror and explore how a particular text adheres to or deviates from established conventions
Speaking and Listening2 tell a story recount an experience or develop an idea choosing and changing the mood tone and pace of delivery for particular effectS+L 5 ask questions to clarify understanding and refine ideasThe themes and issues in the novel can provide an excellent starting point to help consider several of the topics in the following PSHE Key Stage 3 Curriculum area Developing good relationships and respecting the differences between peopleMore specifically it is particularly relevant to tackle the following objectivesbullDevelop understanding of the effects of all types of stereotyping prejudice bullying racism and discrimination and how to challenge them assertivelybullDevelop empathy for othersbullDevelop understanding about the nature of friendship and encourage reflection on how to make and keep friends
bullTo recognise that goodwill is essential to positive and constructive relationshipsbullTo resist pressure to do wrong to recognise when others need help and how to support them
By reading the novel the above issues are placed in a context which allows for a creative and thought-provoking explorationIn the English Framework (Year 8) study of the novel could help to cover the followingReading for meaningbulltrace the development of themes values or ideas in texts
Understanding the authors craftbullanalyse the overall structure of a text to identify how key ideas are developed eg through the organisation of the content and the patterns of language usedbullinvestigate the different ways familiar themes are explored and presented by different writers
Study of literary textsbullrecord and review the development of their independent reading and identify ways of increasing its scope and challengebullread a substantial text (novel play or work of one poet) revising and refining interpretations of subject matter style and technique(wwwstandardsdfesgovuk)The Tulip Touch is suited to class group and independent reading
Narration and Point of ViewThe book presents the story from the point of view of Natalie who is the first person narratorTherefore the friendship is biased towards her perception and experience of events Natalie interprets other characterrsquos points of views relaying these to the reader such as those of her parents Her
tone and style is reminiscent as she writes looking back on events giving her voice more authority and weight The reader is more inclined to trust her judgment as she is considering things retrospectively rather than as they happen
SettingSet in the wonderful and captivating Palace Hotel and surroundings the setting provides a fascinating environment that underlines the theme of a dark and sometimes frightening friendship The hotel is symbolic in many ways as it is a place of short visits - where people do not stay long and represents a transient form of life In the same way Natalie and Tuliprsquos friendship is very much a transient one - that will change with their circumstances do and as they matureThe hotel quickly becomes dated and fails to keep up with modernisation reflecting this even more It also provides a fantastic and encapsulating playground for the girls to create their games and use their imagination away from the restrictions of parents and rules
StructureSet over a number of years from when Natalie first moves to the Palace Hotel as a young girl to early teenage years the reader sees the girls grow older and mature The book is divided into three parts which signal the distinct stages of the girlsrsquo relationship
Characters
NataliemdashThe protagonist of the book A shy and rather withdrawn girl who is overwhelmed by Tulips stronger personality
Mrs BarnesmdashNatalies mother who is frequently absorbed in the care of Natalies toddler brother
Mr BarnesmdashNatalies father a helpful and caring man who works for the hotel
JuliusmdashNatalies young brother
TulipmdashNatalies best friend her level of mental disturbance is more and more evident as the story progresses
Mr PiercemdashTulips father-a harsh and extremely abusive man
Mrs Piercemdashtypical abused-spouse character-not a major figure
MeganmdashNatalies friend
JoshmdashNatalies friend
Themes The Tulip Touch shows just how difficult it can be to act when you see a child in trouble From the first meeting with Tulip Natalie knows that there is something odd about Tulip Natalies father instantly knows that there are serious home issues when he
visits Tulips house describing it as not suitable for children and stopping Natalies younger brother from going around there The teachers see Tulips faded worn uniform and know from various signs that all is not right at home Many of the adults in the hotel are fully aware that Tulips home life is terrible that she is unloved and lonely that her father is an abusive alcoholic that her mother is clinically depressed and that both she and Tulip are physically punished by Mr Pierce However not one of them does anything to save Tulip who is the victim of all this As Natalie grows older and distances herself from Tulip she begins to question why adults allow Tulip to get away with so much but yet all call her evil or wicked Why do they pity Tulip yet do nothing to get her away from her abusive father Even the police when they visit Natalie and her family following Tulips little visits to a grieving family knowledge that Mr Pierce has a terrible temper and takes it out on his family Natalie tries hard to explain that Tulip is in real danger of being seriously hurt or killed yet no one responds In todays society social services are often seen as either being negligent or being too overbearing- for example the case of Baby P in the UK If the teachers or Natalies parents had gone to the social services about Tulip she might have been saved and her very real talents- imagination creativity focus and determination- could have been turned to better things No one responds although they often talk about her with pity or anger and they often confuse Natalie with their attitudes- they expect her to invite Tulip over to the hotel but they wont go and visit her at home or call her themselves By the end of the novel Natalie has begun to question why the adults do nothing to help Tulip when they know what is happening Her father in particular shows that he thinks Natalie should do something but Natalie explains that as a child she is unable to be taken seriously- she has no power to get Tulip to safety or prevent bad things from happening to her Although if she told the police about what Tulip liked to get up to she might have prevented many fires this would also involve risk to herself The adults simply do not want to get involved either- they feel bad but choose to look after them selves first Ultimately this novel paints a vivid picture of abuse the signs that a child may give of a troubled home life and the true nature of bystanders who witness a crime Tulip is failed by everyone around her a victim of abuse who will likely remain trapped in a world of violence criminal behaviour and misery becoming yet another statistic in our modern world of abused becoming abuser
IssuesFriendship - this is the main subject of the novel and provides an absorbing and piercing insight into the relationship of two best friends
ldquoThe silence between us grew And then too embarrassed to come to my senses I added the really stupid bit ldquoDo you want to be friendsrdquo (p11)
Good and evil - there are many questions raised in the novel as to why Tulip behaves as she does It proves an interesting dilemmaover the true nature of what makes one person good and one person evil and fundamentally what these two concepts mean themselves
Some other themes to considerhellipFamiliesMovingGrowing up
TEACHING SUGGESTIONSDiscussionFriendship Begin by a general discussion on friendship - what makes people become friends Why are people better friends with some people than others What are the qualities that make a goodbad friendDivide into smaller groups for discussion of the questions to help the students explore their views before resuming as a class group to further extend thinking about the issues raised How did Tulip and Nataliersquos friendship start Find evidence in the book What were the circumstances surrounding the outset of the friendship What did Natalie in Tulip that made her so reliant on her friendship Was their friendship equal WhyWhy not How did the girls personal circumstances differ What did they have in common What single word would you use to describe Natalie and Tuliprsquos friendshipConsider how their friendship changes as the girls grow olderWho controls the relationship now How do the girls change themselves What makes Natalie realise that Tuliprsquos games are becoming more and more sinisterWhat is the difference between them that makes Natalie pull away from Tuliprsquos games and makes Tuliprsquos behaviour more erratic How do they think Natalie would have felt as she finally breaks off their friendship altogether Did she make the right decision How do you react to the treatment of Tulip by Natalie and the other characters in this novel How do the students view the ending with Nataliersquos admission that she will always feel guiltyLook at the friendship in relation to Natalie and Tuliprsquos isolation from their peers What is it that makes this happen How must it make them both feel
Good and evil
What do we mean when we talk about good and evil Reread parts of the novel and identify words used to describe Tulip (unpleasant savage mad bad witch wicked evil) Does Tulip behave outrageously because of who she is or the life she has experienced Consider some of the mean things she does does this make her an evil personWhat are her motivations How does her social status affect her behaviour
LanguageThe book is narrated in the first person from Nataliersquos perspectiveLook at the style and tone of the language taking a paragraph such as the one below and discuss how this colours the readerrsquos interpretation and how they feel about the friendship
ldquoIn class time to be fair the teachers tried over and over to give me opportunities to make new friendshelliphellipIrsquod chat to them and theyrsquod chat back Irsquod even wonder what it would be like to have them as friends But when we came back into the classroom I couldnrsquot help but glance across And there was Tulip seeking me out with her hard cold hungry little eyes as if she could actually see if Irsquod stayed faithful if I still belonged to herBack then of course I never thought to wonder what it was Tulip saw in me But now I think could some small part of it have been that if she could keep someone as faceless and nondescript as me as her friend then it really couldnrsquot prove so much that everyoneelse hated her And hate her they did Because she spoiled everything(p47)
How does the tone of Nataliersquos voice affect the meaning Ask different students to read the paragraphDo the different readings affect the meaning In what wayIdentify words that Natalie uses to describe Tulip How does this collection of words help build a picture of Tulip Does anyone empathise with Tulip
CREATIVE ACTIVITIESWriting projectsbullWrite a diary either from Natalie or Tuliprsquos point of view Write an entry after an event or game the girls have played Ask the students to think about the style and tone of diary entries and the intimacy created Remind them that diaries may be written for personal use only and would therefore be written as though entirely confidential Therefore to write a good diary entry they must try to immerse themselves as that character and identify as much as possible to write a good piece that would reveal their true emotions
and feelings They might reveal things in a diary that they would not in a more public arenabullSelect a key extract (eg the burning of the hotel) and rewrite it from Tuliprsquos point of view Ask them to consider how this affects interpretation and responsebullWrite a letter from either Tulip or Natalie to the other explaining their feelings after a key incident (eg Nataliersquos rejection of TulipInvite students to reflect on ways in which writing about feelings differs from talking about problems or feelingsbullAsk the students to write a short story about friendship Talk aboutthe importance of structure and characterisation Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the charactersbullWrite a newspaper report on the arson attack Look at some newspaper reports on similar type incidents first and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events Create a list of factual points that must be included in the storyTaking it further drama activitiesbullIn drama improvise a scene in which Natalie and another friendreject Tulip Identify the moment of greatest dramatic tension in the scene Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame Now ask them to pare down the dialogue to just 8 exchanges They must fill the silences by using body language gesture and eye contact to convey meaning Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audienceRehearse and then present the scenes either to another group or the class
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
bullTo recognise that goodwill is essential to positive and constructive relationshipsbullTo resist pressure to do wrong to recognise when others need help and how to support them
By reading the novel the above issues are placed in a context which allows for a creative and thought-provoking explorationIn the English Framework (Year 8) study of the novel could help to cover the followingReading for meaningbulltrace the development of themes values or ideas in texts
Understanding the authors craftbullanalyse the overall structure of a text to identify how key ideas are developed eg through the organisation of the content and the patterns of language usedbullinvestigate the different ways familiar themes are explored and presented by different writers
Study of literary textsbullrecord and review the development of their independent reading and identify ways of increasing its scope and challengebullread a substantial text (novel play or work of one poet) revising and refining interpretations of subject matter style and technique(wwwstandardsdfesgovuk)The Tulip Touch is suited to class group and independent reading
Narration and Point of ViewThe book presents the story from the point of view of Natalie who is the first person narratorTherefore the friendship is biased towards her perception and experience of events Natalie interprets other characterrsquos points of views relaying these to the reader such as those of her parents Her
tone and style is reminiscent as she writes looking back on events giving her voice more authority and weight The reader is more inclined to trust her judgment as she is considering things retrospectively rather than as they happen
SettingSet in the wonderful and captivating Palace Hotel and surroundings the setting provides a fascinating environment that underlines the theme of a dark and sometimes frightening friendship The hotel is symbolic in many ways as it is a place of short visits - where people do not stay long and represents a transient form of life In the same way Natalie and Tuliprsquos friendship is very much a transient one - that will change with their circumstances do and as they matureThe hotel quickly becomes dated and fails to keep up with modernisation reflecting this even more It also provides a fantastic and encapsulating playground for the girls to create their games and use their imagination away from the restrictions of parents and rules
StructureSet over a number of years from when Natalie first moves to the Palace Hotel as a young girl to early teenage years the reader sees the girls grow older and mature The book is divided into three parts which signal the distinct stages of the girlsrsquo relationship
Characters
NataliemdashThe protagonist of the book A shy and rather withdrawn girl who is overwhelmed by Tulips stronger personality
Mrs BarnesmdashNatalies mother who is frequently absorbed in the care of Natalies toddler brother
Mr BarnesmdashNatalies father a helpful and caring man who works for the hotel
JuliusmdashNatalies young brother
TulipmdashNatalies best friend her level of mental disturbance is more and more evident as the story progresses
Mr PiercemdashTulips father-a harsh and extremely abusive man
Mrs Piercemdashtypical abused-spouse character-not a major figure
MeganmdashNatalies friend
JoshmdashNatalies friend
Themes The Tulip Touch shows just how difficult it can be to act when you see a child in trouble From the first meeting with Tulip Natalie knows that there is something odd about Tulip Natalies father instantly knows that there are serious home issues when he
visits Tulips house describing it as not suitable for children and stopping Natalies younger brother from going around there The teachers see Tulips faded worn uniform and know from various signs that all is not right at home Many of the adults in the hotel are fully aware that Tulips home life is terrible that she is unloved and lonely that her father is an abusive alcoholic that her mother is clinically depressed and that both she and Tulip are physically punished by Mr Pierce However not one of them does anything to save Tulip who is the victim of all this As Natalie grows older and distances herself from Tulip she begins to question why adults allow Tulip to get away with so much but yet all call her evil or wicked Why do they pity Tulip yet do nothing to get her away from her abusive father Even the police when they visit Natalie and her family following Tulips little visits to a grieving family knowledge that Mr Pierce has a terrible temper and takes it out on his family Natalie tries hard to explain that Tulip is in real danger of being seriously hurt or killed yet no one responds In todays society social services are often seen as either being negligent or being too overbearing- for example the case of Baby P in the UK If the teachers or Natalies parents had gone to the social services about Tulip she might have been saved and her very real talents- imagination creativity focus and determination- could have been turned to better things No one responds although they often talk about her with pity or anger and they often confuse Natalie with their attitudes- they expect her to invite Tulip over to the hotel but they wont go and visit her at home or call her themselves By the end of the novel Natalie has begun to question why the adults do nothing to help Tulip when they know what is happening Her father in particular shows that he thinks Natalie should do something but Natalie explains that as a child she is unable to be taken seriously- she has no power to get Tulip to safety or prevent bad things from happening to her Although if she told the police about what Tulip liked to get up to she might have prevented many fires this would also involve risk to herself The adults simply do not want to get involved either- they feel bad but choose to look after them selves first Ultimately this novel paints a vivid picture of abuse the signs that a child may give of a troubled home life and the true nature of bystanders who witness a crime Tulip is failed by everyone around her a victim of abuse who will likely remain trapped in a world of violence criminal behaviour and misery becoming yet another statistic in our modern world of abused becoming abuser
IssuesFriendship - this is the main subject of the novel and provides an absorbing and piercing insight into the relationship of two best friends
ldquoThe silence between us grew And then too embarrassed to come to my senses I added the really stupid bit ldquoDo you want to be friendsrdquo (p11)
Good and evil - there are many questions raised in the novel as to why Tulip behaves as she does It proves an interesting dilemmaover the true nature of what makes one person good and one person evil and fundamentally what these two concepts mean themselves
Some other themes to considerhellipFamiliesMovingGrowing up
TEACHING SUGGESTIONSDiscussionFriendship Begin by a general discussion on friendship - what makes people become friends Why are people better friends with some people than others What are the qualities that make a goodbad friendDivide into smaller groups for discussion of the questions to help the students explore their views before resuming as a class group to further extend thinking about the issues raised How did Tulip and Nataliersquos friendship start Find evidence in the book What were the circumstances surrounding the outset of the friendship What did Natalie in Tulip that made her so reliant on her friendship Was their friendship equal WhyWhy not How did the girls personal circumstances differ What did they have in common What single word would you use to describe Natalie and Tuliprsquos friendshipConsider how their friendship changes as the girls grow olderWho controls the relationship now How do the girls change themselves What makes Natalie realise that Tuliprsquos games are becoming more and more sinisterWhat is the difference between them that makes Natalie pull away from Tuliprsquos games and makes Tuliprsquos behaviour more erratic How do they think Natalie would have felt as she finally breaks off their friendship altogether Did she make the right decision How do you react to the treatment of Tulip by Natalie and the other characters in this novel How do the students view the ending with Nataliersquos admission that she will always feel guiltyLook at the friendship in relation to Natalie and Tuliprsquos isolation from their peers What is it that makes this happen How must it make them both feel
Good and evil
What do we mean when we talk about good and evil Reread parts of the novel and identify words used to describe Tulip (unpleasant savage mad bad witch wicked evil) Does Tulip behave outrageously because of who she is or the life she has experienced Consider some of the mean things she does does this make her an evil personWhat are her motivations How does her social status affect her behaviour
LanguageThe book is narrated in the first person from Nataliersquos perspectiveLook at the style and tone of the language taking a paragraph such as the one below and discuss how this colours the readerrsquos interpretation and how they feel about the friendship
ldquoIn class time to be fair the teachers tried over and over to give me opportunities to make new friendshelliphellipIrsquod chat to them and theyrsquod chat back Irsquod even wonder what it would be like to have them as friends But when we came back into the classroom I couldnrsquot help but glance across And there was Tulip seeking me out with her hard cold hungry little eyes as if she could actually see if Irsquod stayed faithful if I still belonged to herBack then of course I never thought to wonder what it was Tulip saw in me But now I think could some small part of it have been that if she could keep someone as faceless and nondescript as me as her friend then it really couldnrsquot prove so much that everyoneelse hated her And hate her they did Because she spoiled everything(p47)
How does the tone of Nataliersquos voice affect the meaning Ask different students to read the paragraphDo the different readings affect the meaning In what wayIdentify words that Natalie uses to describe Tulip How does this collection of words help build a picture of Tulip Does anyone empathise with Tulip
CREATIVE ACTIVITIESWriting projectsbullWrite a diary either from Natalie or Tuliprsquos point of view Write an entry after an event or game the girls have played Ask the students to think about the style and tone of diary entries and the intimacy created Remind them that diaries may be written for personal use only and would therefore be written as though entirely confidential Therefore to write a good diary entry they must try to immerse themselves as that character and identify as much as possible to write a good piece that would reveal their true emotions
and feelings They might reveal things in a diary that they would not in a more public arenabullSelect a key extract (eg the burning of the hotel) and rewrite it from Tuliprsquos point of view Ask them to consider how this affects interpretation and responsebullWrite a letter from either Tulip or Natalie to the other explaining their feelings after a key incident (eg Nataliersquos rejection of TulipInvite students to reflect on ways in which writing about feelings differs from talking about problems or feelingsbullAsk the students to write a short story about friendship Talk aboutthe importance of structure and characterisation Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the charactersbullWrite a newspaper report on the arson attack Look at some newspaper reports on similar type incidents first and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events Create a list of factual points that must be included in the storyTaking it further drama activitiesbullIn drama improvise a scene in which Natalie and another friendreject Tulip Identify the moment of greatest dramatic tension in the scene Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame Now ask them to pare down the dialogue to just 8 exchanges They must fill the silences by using body language gesture and eye contact to convey meaning Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audienceRehearse and then present the scenes either to another group or the class
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
tone and style is reminiscent as she writes looking back on events giving her voice more authority and weight The reader is more inclined to trust her judgment as she is considering things retrospectively rather than as they happen
SettingSet in the wonderful and captivating Palace Hotel and surroundings the setting provides a fascinating environment that underlines the theme of a dark and sometimes frightening friendship The hotel is symbolic in many ways as it is a place of short visits - where people do not stay long and represents a transient form of life In the same way Natalie and Tuliprsquos friendship is very much a transient one - that will change with their circumstances do and as they matureThe hotel quickly becomes dated and fails to keep up with modernisation reflecting this even more It also provides a fantastic and encapsulating playground for the girls to create their games and use their imagination away from the restrictions of parents and rules
StructureSet over a number of years from when Natalie first moves to the Palace Hotel as a young girl to early teenage years the reader sees the girls grow older and mature The book is divided into three parts which signal the distinct stages of the girlsrsquo relationship
Characters
NataliemdashThe protagonist of the book A shy and rather withdrawn girl who is overwhelmed by Tulips stronger personality
Mrs BarnesmdashNatalies mother who is frequently absorbed in the care of Natalies toddler brother
Mr BarnesmdashNatalies father a helpful and caring man who works for the hotel
JuliusmdashNatalies young brother
TulipmdashNatalies best friend her level of mental disturbance is more and more evident as the story progresses
Mr PiercemdashTulips father-a harsh and extremely abusive man
Mrs Piercemdashtypical abused-spouse character-not a major figure
MeganmdashNatalies friend
JoshmdashNatalies friend
Themes The Tulip Touch shows just how difficult it can be to act when you see a child in trouble From the first meeting with Tulip Natalie knows that there is something odd about Tulip Natalies father instantly knows that there are serious home issues when he
visits Tulips house describing it as not suitable for children and stopping Natalies younger brother from going around there The teachers see Tulips faded worn uniform and know from various signs that all is not right at home Many of the adults in the hotel are fully aware that Tulips home life is terrible that she is unloved and lonely that her father is an abusive alcoholic that her mother is clinically depressed and that both she and Tulip are physically punished by Mr Pierce However not one of them does anything to save Tulip who is the victim of all this As Natalie grows older and distances herself from Tulip she begins to question why adults allow Tulip to get away with so much but yet all call her evil or wicked Why do they pity Tulip yet do nothing to get her away from her abusive father Even the police when they visit Natalie and her family following Tulips little visits to a grieving family knowledge that Mr Pierce has a terrible temper and takes it out on his family Natalie tries hard to explain that Tulip is in real danger of being seriously hurt or killed yet no one responds In todays society social services are often seen as either being negligent or being too overbearing- for example the case of Baby P in the UK If the teachers or Natalies parents had gone to the social services about Tulip she might have been saved and her very real talents- imagination creativity focus and determination- could have been turned to better things No one responds although they often talk about her with pity or anger and they often confuse Natalie with their attitudes- they expect her to invite Tulip over to the hotel but they wont go and visit her at home or call her themselves By the end of the novel Natalie has begun to question why the adults do nothing to help Tulip when they know what is happening Her father in particular shows that he thinks Natalie should do something but Natalie explains that as a child she is unable to be taken seriously- she has no power to get Tulip to safety or prevent bad things from happening to her Although if she told the police about what Tulip liked to get up to she might have prevented many fires this would also involve risk to herself The adults simply do not want to get involved either- they feel bad but choose to look after them selves first Ultimately this novel paints a vivid picture of abuse the signs that a child may give of a troubled home life and the true nature of bystanders who witness a crime Tulip is failed by everyone around her a victim of abuse who will likely remain trapped in a world of violence criminal behaviour and misery becoming yet another statistic in our modern world of abused becoming abuser
IssuesFriendship - this is the main subject of the novel and provides an absorbing and piercing insight into the relationship of two best friends
ldquoThe silence between us grew And then too embarrassed to come to my senses I added the really stupid bit ldquoDo you want to be friendsrdquo (p11)
Good and evil - there are many questions raised in the novel as to why Tulip behaves as she does It proves an interesting dilemmaover the true nature of what makes one person good and one person evil and fundamentally what these two concepts mean themselves
Some other themes to considerhellipFamiliesMovingGrowing up
TEACHING SUGGESTIONSDiscussionFriendship Begin by a general discussion on friendship - what makes people become friends Why are people better friends with some people than others What are the qualities that make a goodbad friendDivide into smaller groups for discussion of the questions to help the students explore their views before resuming as a class group to further extend thinking about the issues raised How did Tulip and Nataliersquos friendship start Find evidence in the book What were the circumstances surrounding the outset of the friendship What did Natalie in Tulip that made her so reliant on her friendship Was their friendship equal WhyWhy not How did the girls personal circumstances differ What did they have in common What single word would you use to describe Natalie and Tuliprsquos friendshipConsider how their friendship changes as the girls grow olderWho controls the relationship now How do the girls change themselves What makes Natalie realise that Tuliprsquos games are becoming more and more sinisterWhat is the difference between them that makes Natalie pull away from Tuliprsquos games and makes Tuliprsquos behaviour more erratic How do they think Natalie would have felt as she finally breaks off their friendship altogether Did she make the right decision How do you react to the treatment of Tulip by Natalie and the other characters in this novel How do the students view the ending with Nataliersquos admission that she will always feel guiltyLook at the friendship in relation to Natalie and Tuliprsquos isolation from their peers What is it that makes this happen How must it make them both feel
Good and evil
What do we mean when we talk about good and evil Reread parts of the novel and identify words used to describe Tulip (unpleasant savage mad bad witch wicked evil) Does Tulip behave outrageously because of who she is or the life she has experienced Consider some of the mean things she does does this make her an evil personWhat are her motivations How does her social status affect her behaviour
LanguageThe book is narrated in the first person from Nataliersquos perspectiveLook at the style and tone of the language taking a paragraph such as the one below and discuss how this colours the readerrsquos interpretation and how they feel about the friendship
ldquoIn class time to be fair the teachers tried over and over to give me opportunities to make new friendshelliphellipIrsquod chat to them and theyrsquod chat back Irsquod even wonder what it would be like to have them as friends But when we came back into the classroom I couldnrsquot help but glance across And there was Tulip seeking me out with her hard cold hungry little eyes as if she could actually see if Irsquod stayed faithful if I still belonged to herBack then of course I never thought to wonder what it was Tulip saw in me But now I think could some small part of it have been that if she could keep someone as faceless and nondescript as me as her friend then it really couldnrsquot prove so much that everyoneelse hated her And hate her they did Because she spoiled everything(p47)
How does the tone of Nataliersquos voice affect the meaning Ask different students to read the paragraphDo the different readings affect the meaning In what wayIdentify words that Natalie uses to describe Tulip How does this collection of words help build a picture of Tulip Does anyone empathise with Tulip
CREATIVE ACTIVITIESWriting projectsbullWrite a diary either from Natalie or Tuliprsquos point of view Write an entry after an event or game the girls have played Ask the students to think about the style and tone of diary entries and the intimacy created Remind them that diaries may be written for personal use only and would therefore be written as though entirely confidential Therefore to write a good diary entry they must try to immerse themselves as that character and identify as much as possible to write a good piece that would reveal their true emotions
and feelings They might reveal things in a diary that they would not in a more public arenabullSelect a key extract (eg the burning of the hotel) and rewrite it from Tuliprsquos point of view Ask them to consider how this affects interpretation and responsebullWrite a letter from either Tulip or Natalie to the other explaining their feelings after a key incident (eg Nataliersquos rejection of TulipInvite students to reflect on ways in which writing about feelings differs from talking about problems or feelingsbullAsk the students to write a short story about friendship Talk aboutthe importance of structure and characterisation Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the charactersbullWrite a newspaper report on the arson attack Look at some newspaper reports on similar type incidents first and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events Create a list of factual points that must be included in the storyTaking it further drama activitiesbullIn drama improvise a scene in which Natalie and another friendreject Tulip Identify the moment of greatest dramatic tension in the scene Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame Now ask them to pare down the dialogue to just 8 exchanges They must fill the silences by using body language gesture and eye contact to convey meaning Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audienceRehearse and then present the scenes either to another group or the class
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
visits Tulips house describing it as not suitable for children and stopping Natalies younger brother from going around there The teachers see Tulips faded worn uniform and know from various signs that all is not right at home Many of the adults in the hotel are fully aware that Tulips home life is terrible that she is unloved and lonely that her father is an abusive alcoholic that her mother is clinically depressed and that both she and Tulip are physically punished by Mr Pierce However not one of them does anything to save Tulip who is the victim of all this As Natalie grows older and distances herself from Tulip she begins to question why adults allow Tulip to get away with so much but yet all call her evil or wicked Why do they pity Tulip yet do nothing to get her away from her abusive father Even the police when they visit Natalie and her family following Tulips little visits to a grieving family knowledge that Mr Pierce has a terrible temper and takes it out on his family Natalie tries hard to explain that Tulip is in real danger of being seriously hurt or killed yet no one responds In todays society social services are often seen as either being negligent or being too overbearing- for example the case of Baby P in the UK If the teachers or Natalies parents had gone to the social services about Tulip she might have been saved and her very real talents- imagination creativity focus and determination- could have been turned to better things No one responds although they often talk about her with pity or anger and they often confuse Natalie with their attitudes- they expect her to invite Tulip over to the hotel but they wont go and visit her at home or call her themselves By the end of the novel Natalie has begun to question why the adults do nothing to help Tulip when they know what is happening Her father in particular shows that he thinks Natalie should do something but Natalie explains that as a child she is unable to be taken seriously- she has no power to get Tulip to safety or prevent bad things from happening to her Although if she told the police about what Tulip liked to get up to she might have prevented many fires this would also involve risk to herself The adults simply do not want to get involved either- they feel bad but choose to look after them selves first Ultimately this novel paints a vivid picture of abuse the signs that a child may give of a troubled home life and the true nature of bystanders who witness a crime Tulip is failed by everyone around her a victim of abuse who will likely remain trapped in a world of violence criminal behaviour and misery becoming yet another statistic in our modern world of abused becoming abuser
IssuesFriendship - this is the main subject of the novel and provides an absorbing and piercing insight into the relationship of two best friends
ldquoThe silence between us grew And then too embarrassed to come to my senses I added the really stupid bit ldquoDo you want to be friendsrdquo (p11)
Good and evil - there are many questions raised in the novel as to why Tulip behaves as she does It proves an interesting dilemmaover the true nature of what makes one person good and one person evil and fundamentally what these two concepts mean themselves
Some other themes to considerhellipFamiliesMovingGrowing up
TEACHING SUGGESTIONSDiscussionFriendship Begin by a general discussion on friendship - what makes people become friends Why are people better friends with some people than others What are the qualities that make a goodbad friendDivide into smaller groups for discussion of the questions to help the students explore their views before resuming as a class group to further extend thinking about the issues raised How did Tulip and Nataliersquos friendship start Find evidence in the book What were the circumstances surrounding the outset of the friendship What did Natalie in Tulip that made her so reliant on her friendship Was their friendship equal WhyWhy not How did the girls personal circumstances differ What did they have in common What single word would you use to describe Natalie and Tuliprsquos friendshipConsider how their friendship changes as the girls grow olderWho controls the relationship now How do the girls change themselves What makes Natalie realise that Tuliprsquos games are becoming more and more sinisterWhat is the difference between them that makes Natalie pull away from Tuliprsquos games and makes Tuliprsquos behaviour more erratic How do they think Natalie would have felt as she finally breaks off their friendship altogether Did she make the right decision How do you react to the treatment of Tulip by Natalie and the other characters in this novel How do the students view the ending with Nataliersquos admission that she will always feel guiltyLook at the friendship in relation to Natalie and Tuliprsquos isolation from their peers What is it that makes this happen How must it make them both feel
Good and evil
What do we mean when we talk about good and evil Reread parts of the novel and identify words used to describe Tulip (unpleasant savage mad bad witch wicked evil) Does Tulip behave outrageously because of who she is or the life she has experienced Consider some of the mean things she does does this make her an evil personWhat are her motivations How does her social status affect her behaviour
LanguageThe book is narrated in the first person from Nataliersquos perspectiveLook at the style and tone of the language taking a paragraph such as the one below and discuss how this colours the readerrsquos interpretation and how they feel about the friendship
ldquoIn class time to be fair the teachers tried over and over to give me opportunities to make new friendshelliphellipIrsquod chat to them and theyrsquod chat back Irsquod even wonder what it would be like to have them as friends But when we came back into the classroom I couldnrsquot help but glance across And there was Tulip seeking me out with her hard cold hungry little eyes as if she could actually see if Irsquod stayed faithful if I still belonged to herBack then of course I never thought to wonder what it was Tulip saw in me But now I think could some small part of it have been that if she could keep someone as faceless and nondescript as me as her friend then it really couldnrsquot prove so much that everyoneelse hated her And hate her they did Because she spoiled everything(p47)
How does the tone of Nataliersquos voice affect the meaning Ask different students to read the paragraphDo the different readings affect the meaning In what wayIdentify words that Natalie uses to describe Tulip How does this collection of words help build a picture of Tulip Does anyone empathise with Tulip
CREATIVE ACTIVITIESWriting projectsbullWrite a diary either from Natalie or Tuliprsquos point of view Write an entry after an event or game the girls have played Ask the students to think about the style and tone of diary entries and the intimacy created Remind them that diaries may be written for personal use only and would therefore be written as though entirely confidential Therefore to write a good diary entry they must try to immerse themselves as that character and identify as much as possible to write a good piece that would reveal their true emotions
and feelings They might reveal things in a diary that they would not in a more public arenabullSelect a key extract (eg the burning of the hotel) and rewrite it from Tuliprsquos point of view Ask them to consider how this affects interpretation and responsebullWrite a letter from either Tulip or Natalie to the other explaining their feelings after a key incident (eg Nataliersquos rejection of TulipInvite students to reflect on ways in which writing about feelings differs from talking about problems or feelingsbullAsk the students to write a short story about friendship Talk aboutthe importance of structure and characterisation Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the charactersbullWrite a newspaper report on the arson attack Look at some newspaper reports on similar type incidents first and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events Create a list of factual points that must be included in the storyTaking it further drama activitiesbullIn drama improvise a scene in which Natalie and another friendreject Tulip Identify the moment of greatest dramatic tension in the scene Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame Now ask them to pare down the dialogue to just 8 exchanges They must fill the silences by using body language gesture and eye contact to convey meaning Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audienceRehearse and then present the scenes either to another group or the class
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
ldquoThe silence between us grew And then too embarrassed to come to my senses I added the really stupid bit ldquoDo you want to be friendsrdquo (p11)
Good and evil - there are many questions raised in the novel as to why Tulip behaves as she does It proves an interesting dilemmaover the true nature of what makes one person good and one person evil and fundamentally what these two concepts mean themselves
Some other themes to considerhellipFamiliesMovingGrowing up
TEACHING SUGGESTIONSDiscussionFriendship Begin by a general discussion on friendship - what makes people become friends Why are people better friends with some people than others What are the qualities that make a goodbad friendDivide into smaller groups for discussion of the questions to help the students explore their views before resuming as a class group to further extend thinking about the issues raised How did Tulip and Nataliersquos friendship start Find evidence in the book What were the circumstances surrounding the outset of the friendship What did Natalie in Tulip that made her so reliant on her friendship Was their friendship equal WhyWhy not How did the girls personal circumstances differ What did they have in common What single word would you use to describe Natalie and Tuliprsquos friendshipConsider how their friendship changes as the girls grow olderWho controls the relationship now How do the girls change themselves What makes Natalie realise that Tuliprsquos games are becoming more and more sinisterWhat is the difference between them that makes Natalie pull away from Tuliprsquos games and makes Tuliprsquos behaviour more erratic How do they think Natalie would have felt as she finally breaks off their friendship altogether Did she make the right decision How do you react to the treatment of Tulip by Natalie and the other characters in this novel How do the students view the ending with Nataliersquos admission that she will always feel guiltyLook at the friendship in relation to Natalie and Tuliprsquos isolation from their peers What is it that makes this happen How must it make them both feel
Good and evil
What do we mean when we talk about good and evil Reread parts of the novel and identify words used to describe Tulip (unpleasant savage mad bad witch wicked evil) Does Tulip behave outrageously because of who she is or the life she has experienced Consider some of the mean things she does does this make her an evil personWhat are her motivations How does her social status affect her behaviour
LanguageThe book is narrated in the first person from Nataliersquos perspectiveLook at the style and tone of the language taking a paragraph such as the one below and discuss how this colours the readerrsquos interpretation and how they feel about the friendship
ldquoIn class time to be fair the teachers tried over and over to give me opportunities to make new friendshelliphellipIrsquod chat to them and theyrsquod chat back Irsquod even wonder what it would be like to have them as friends But when we came back into the classroom I couldnrsquot help but glance across And there was Tulip seeking me out with her hard cold hungry little eyes as if she could actually see if Irsquod stayed faithful if I still belonged to herBack then of course I never thought to wonder what it was Tulip saw in me But now I think could some small part of it have been that if she could keep someone as faceless and nondescript as me as her friend then it really couldnrsquot prove so much that everyoneelse hated her And hate her they did Because she spoiled everything(p47)
How does the tone of Nataliersquos voice affect the meaning Ask different students to read the paragraphDo the different readings affect the meaning In what wayIdentify words that Natalie uses to describe Tulip How does this collection of words help build a picture of Tulip Does anyone empathise with Tulip
CREATIVE ACTIVITIESWriting projectsbullWrite a diary either from Natalie or Tuliprsquos point of view Write an entry after an event or game the girls have played Ask the students to think about the style and tone of diary entries and the intimacy created Remind them that diaries may be written for personal use only and would therefore be written as though entirely confidential Therefore to write a good diary entry they must try to immerse themselves as that character and identify as much as possible to write a good piece that would reveal their true emotions
and feelings They might reveal things in a diary that they would not in a more public arenabullSelect a key extract (eg the burning of the hotel) and rewrite it from Tuliprsquos point of view Ask them to consider how this affects interpretation and responsebullWrite a letter from either Tulip or Natalie to the other explaining their feelings after a key incident (eg Nataliersquos rejection of TulipInvite students to reflect on ways in which writing about feelings differs from talking about problems or feelingsbullAsk the students to write a short story about friendship Talk aboutthe importance of structure and characterisation Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the charactersbullWrite a newspaper report on the arson attack Look at some newspaper reports on similar type incidents first and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events Create a list of factual points that must be included in the storyTaking it further drama activitiesbullIn drama improvise a scene in which Natalie and another friendreject Tulip Identify the moment of greatest dramatic tension in the scene Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame Now ask them to pare down the dialogue to just 8 exchanges They must fill the silences by using body language gesture and eye contact to convey meaning Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audienceRehearse and then present the scenes either to another group or the class
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
What do we mean when we talk about good and evil Reread parts of the novel and identify words used to describe Tulip (unpleasant savage mad bad witch wicked evil) Does Tulip behave outrageously because of who she is or the life she has experienced Consider some of the mean things she does does this make her an evil personWhat are her motivations How does her social status affect her behaviour
LanguageThe book is narrated in the first person from Nataliersquos perspectiveLook at the style and tone of the language taking a paragraph such as the one below and discuss how this colours the readerrsquos interpretation and how they feel about the friendship
ldquoIn class time to be fair the teachers tried over and over to give me opportunities to make new friendshelliphellipIrsquod chat to them and theyrsquod chat back Irsquod even wonder what it would be like to have them as friends But when we came back into the classroom I couldnrsquot help but glance across And there was Tulip seeking me out with her hard cold hungry little eyes as if she could actually see if Irsquod stayed faithful if I still belonged to herBack then of course I never thought to wonder what it was Tulip saw in me But now I think could some small part of it have been that if she could keep someone as faceless and nondescript as me as her friend then it really couldnrsquot prove so much that everyoneelse hated her And hate her they did Because she spoiled everything(p47)
How does the tone of Nataliersquos voice affect the meaning Ask different students to read the paragraphDo the different readings affect the meaning In what wayIdentify words that Natalie uses to describe Tulip How does this collection of words help build a picture of Tulip Does anyone empathise with Tulip
CREATIVE ACTIVITIESWriting projectsbullWrite a diary either from Natalie or Tuliprsquos point of view Write an entry after an event or game the girls have played Ask the students to think about the style and tone of diary entries and the intimacy created Remind them that diaries may be written for personal use only and would therefore be written as though entirely confidential Therefore to write a good diary entry they must try to immerse themselves as that character and identify as much as possible to write a good piece that would reveal their true emotions
and feelings They might reveal things in a diary that they would not in a more public arenabullSelect a key extract (eg the burning of the hotel) and rewrite it from Tuliprsquos point of view Ask them to consider how this affects interpretation and responsebullWrite a letter from either Tulip or Natalie to the other explaining their feelings after a key incident (eg Nataliersquos rejection of TulipInvite students to reflect on ways in which writing about feelings differs from talking about problems or feelingsbullAsk the students to write a short story about friendship Talk aboutthe importance of structure and characterisation Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the charactersbullWrite a newspaper report on the arson attack Look at some newspaper reports on similar type incidents first and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events Create a list of factual points that must be included in the storyTaking it further drama activitiesbullIn drama improvise a scene in which Natalie and another friendreject Tulip Identify the moment of greatest dramatic tension in the scene Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame Now ask them to pare down the dialogue to just 8 exchanges They must fill the silences by using body language gesture and eye contact to convey meaning Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audienceRehearse and then present the scenes either to another group or the class
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
and feelings They might reveal things in a diary that they would not in a more public arenabullSelect a key extract (eg the burning of the hotel) and rewrite it from Tuliprsquos point of view Ask them to consider how this affects interpretation and responsebullWrite a letter from either Tulip or Natalie to the other explaining their feelings after a key incident (eg Nataliersquos rejection of TulipInvite students to reflect on ways in which writing about feelings differs from talking about problems or feelingsbullAsk the students to write a short story about friendship Talk aboutthe importance of structure and characterisation Ask the students to consider whether they feel a first person narrator or third person would be more effective for conveying their stories and the emotions involved with the charactersbullWrite a newspaper report on the arson attack Look at some newspaper reports on similar type incidents first and discuss about what style of language is used to report events rather than to give an opinion or emotive account of events Create a list of factual points that must be included in the storyTaking it further drama activitiesbullIn drama improvise a scene in which Natalie and another friendreject Tulip Identify the moment of greatest dramatic tension in the scene Ask students to work on the scene highlight the moment of dramatic tension with a freeze frame Now ask them to pare down the dialogue to just 8 exchanges They must fill the silences by using body language gesture and eye contact to convey meaning Now ask them to freeze the action at a moment of their choice 1 character (they chose) steps outside the scene and delivers a monologue to the audienceRehearse and then present the scenes either to another group or the class
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
What is Tulip likeTeachersrsquo notesAim consolidate skills of selecting evidence from the text to support your viewsHow it might be used in the classroomVersion 1 (this page) standard activity Copy and cut up the lists of seven adjectives one set between twoIn pairs students discuss how well these adjectives describe Tulip ranking them from lsquomostrsquo to lsquoleastrsquo appropriate (Pupils discuss in pairs but donrsquot have to agree on the order)For each adjective pupils thenbull explain why the adjective suits Tuliprsquos characterbull find a quotation from the book to back up this point
Version 2 (page 2) simpler activity Straightforward comprehension questions (gap fill) and matching exercise (adjectives and evidence) Extension ndash ask students to add a third column to the table and write an example quotation or page reference next to each of the things Tulip does
What is Tulip likebull Tulip makes up stories that are not true mdash she tells liesbull Read pages 26 and 27bull Write the answers to the questions
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
1 Tulip says she won a competitionWhat prize did she winWhat colour was it2 Tulip said that she was going to drive an army tankHow was she going to be able to do that3 She said that she helped a man who was ill and fell down (lsquokeeled overrsquo)What colour did his face go when he was illWhat did Tulip do to help
What is Tulip likeMatch up the adjectives in the le left-hand column with the evidence in the right-hand column
The Tulip Touch by Anne Fine
Lesson
Reading Task Completed
1 Look at book amp blurb First impressions Read Ch1 then note down how author sets up the sense of foreboding
2 Read to end of Ch6 noting down in your reading journals any further hints of mystery
3 Share 1st impressions
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
Discuss what makes Mr Barnes forbid Natalie to visit Tulip and yet allow them to meet at the hotel What sort of magic did she have for me Does Tulip have lsquomagicrsquo for the children in the group What is so attractive about her Looks are as important as words throughout this story Discuss some of the looks in this section ndash for example Dadrsquos face was a picture What had caused it What might he have been thinking Why were Tuliprsquos eyes pebble hard And what made Natalie rush away when Tuliprsquos fatherrsquos eyes rested on her
4 Write down your first impressions of the book referring to characters relationships setting style etcComplete sheet 1 ndash Magic Ingredients
5 Read Ch 7-10 making notes in reading jotters about the contrasting homes of Natalie and Tulip Add words to the list describing Tuliprsquos eyes
6 Discuss the 2 girlsrsquo different home lives What do you imagine to be the very different more ugly sort of music that Tulip had to face when she went home after Christmas with NatalieIn Ch7amp8 we see the excitement Tulip brings What are her special qualities What about the undercurrent of threat Look at opening of ch8 What might lie behind Tuliprsquos laughter in the photographs Explore the various words Natalie uses to describe Tuliprsquos expression ndash wary apprehensive haunted desolateChart the changes in mood noting that the games begin to change in Ch10 Why does Natalie go along with tormenting Julius Is Natalie neglected too How
7 Follow up 2 ndash Tuliprsquos home life
8 Read Chs 11 amp 12 noting further points that show Tuliprsquos character in a negative light
9 Discuss your developing attitudes towards Tulip Would you befriend her Do you agree that Natalie is a hold-your-coat merchant What unpleasant traits in Tulip are revealed in these chapters Why do you think the staff were half scared half despairing Is she just attention seeking (see p62) If so how should people deal with her How well do you think Anne Fine keeps the balance between sympathy and blame Find evidence for Nataliersquos parentsrsquo attitudes for example Mum was looking at Tulip the way no one normally looks at a child (p58) What does this mean Remember significant looks in lesson 6
10 Read Part 2 Chs 1-5 noting why you think Anne Fine chose to divide the story here into part 2
11 Discuss In part 1 we see the excitement of life with Tulip In part 2 we begin to see the dangerous power she has over Natalie Re-read the last page of Ch1 Can you explain why you think Tulip sucked Natalie in Remember to refer to the text to support your views Find evidence Look again at the names of Tuliprsquos games We donrsquot learn many details What do you think each game might have been like from the names of them Note how most of them are cruel and involve making fools of other people Discuss how in this section we see that Natalie is neglected too Find evidence in the text to illustrate how Natalie is steadily infected by Tuliprsquos influence
12 Follow up 3 - Bunny
13 Read Chs 6-9 noting the stages in Nataliersquos withdrawal
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
14 Natalie says So was it pity drew me back Discuss What do you think Natalie is feeling when T tells her about the kittens Refer to text for evidence Discuss what it is that finally ends the friendship Use your notes What is meant by And slowly slowly I came to my full senses at last Discuss Nrsquos question Was T mad as well as bad Can you be called bad if you are mad Re-read the last page of part 2 Explore the words Not fire Light as a metaphor for evildanger and goodsafetyPredict Nrsquos chances of staying on the side of light
A postcard from NatalieAfter her first day at school Natalie writes a short postcard to an old school friend Use the space to make up what you think Natalie might writeRemember to includebull some of Nataliersquos thoughts and feelings about starting a new schoolbull Nataliersquos first impressions of TulipYou can make up a name for Nataliersquos friend
Agony Aunt LetterNatalie wrote a letter to a magazine agony aunt asking for advice
If you were the agony aunt what advice would you give
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
Teacherrsquos notes(Assumes class of 30 lesson of 1 hour)AimGroup discussion as role play to decide the future of TulipSampL skills focusPut forwardsustain a point of viewListen to othersrsquo views and respondSelect and synthesise evidence from the text to support an argumentSuggested method(Depending on nature of class teacher may want all to read the Briefing Sheet together and clarify unfamiliar terms) Teacher outlines skills focusIn groups of three or six (expert groups) to startWorking in expert groups (eg all the police officers all the social workers) students have 15 minutes to read the Briefing Sheet discuss and agree key issues recommendations argumentsevidence they will use to support their own recommendations Encourage students to make notes of key pointsPrompt them to think about what other people at the case conference might say and how they will respond to the points put forwardChairpersons should discuss how they will run the meeting (eg how long each representative might speak for will they invite opening statements will they impose a speaking order how theyrsquoll ensure everyone gets a fair say) Teacher might want to discuss with them how to encourage participation of shyer group members (eg open questions)Move them to mixed groupsEasiest and quickest method allocate numbers 1ndash6 to each member of an expert groupthen move all 1s 2s etc together to form mixed groups (Odd numbers require doubling up of roles eg a group could have two chair people or two social workers)Allow 20 minutes for discussion (prompt them after 15)FeedbackChairpersons have 5 mins to gather their thoughts Then each one reports back on their decision to the whole class (While they are considering their verdict get other studentsto review their SampL skills in Skills Focus)
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
Teacher manages any subsequent discussion and draws together significant conclusionstrends
Case conference briefingSubject Tulip PierceFocusTo listen to the views of professionals and other interested parties and to decide what will happen to Tulip in the future The aim must be to do whatrsquos best for this childBackgroundTulip Pierce is a young girl who currently lives at home with her parents Her father is known to verbally abuse her it is suspected he physically abuses Mrs Pierce Mrs Pierce is withdrawn and seems unable to cope with the demands of running a home and looking after a family Together they neglect Tulip The evidence of this is her appearance and frequent absences from schoolTuliprsquos attendance record is poor She is not popular and has few friends She is known to tell lies and to bully younger children She is rude disrespectful and disruptive in lessons However when she does work she shows a lot of abilityShe has been involved in petty crime and anti-social behaviour More recently she is suspected of having been involved in more serious criminal activityOptions to be considered1048766 Tulip could be left at home with her parents1048766 She could be sent to a boarding school during term time1048766 She could be sent to a special secure unit for young offenders and children who are difficult to manage1048766 Social Services could arrange for Tulip to live with a foster family or in a childrenrsquos home1048766 She could be moved to live with the Barnes family
You will need to discuss the advantages and disadvantages of each of these
Who will be present at the meetingA member of the police forceThe police are concerned that Tulip poses a danger to other people and property as well as herself They want to be sure she wonrsquot cause any more trouble they are (partly) interested in seeing her punishedSocial services
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
A social worker has been appointed to look after Tuliprsquos best interests where will she be safe happy and able to fulfil her potentialSchoolA teacher from Tuliprsquos school will attend to comment on her behaviour and achievements in school They will discuss how Tulip can receive a good education although they are worried about how she affects other pupils around herMr BarnesThe father of Natalie Barnes Tuliprsquos friend He manages The Palace Hotel He knows Tulip well and may be persuaded to provide a temporary home for Tulip although this has not been agreed with him or his wife He may be concerned about how his two children will reactThe Chairperson(s)He or she will listen carefully to all the evidence presented He or she will make sure everyone has a chance to speak
The Chairperson will make a recommendation about Tuliprsquos future
Exploring themes
In this activity you are going to1 find out what a theme is2 become an expert on one of the themes3 collect information on some of the other themes4 make a poster for displayStep 1Copy the sentences AndashE into your book and write down next to each statement if you1048766 strongly agree1048766 agree1048766 disagree1048766 are unsureWhen you have finished compare your answers with the person next to youothers in your group
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
Step 2These statements are what we call THEMES of the book A THEME is an idea or topic that runs all the way through the story Things that happen (events) or things that characters in the story say or do can1048766 make us think about the theme1048766 give us an example of it1048766 help us look at the idea in a different wayYour teacher will give each of you a specific theme to work on When you know what your theme is join with other experts who are also working on that themeIn your group find four examples from different parts of the story ofbull EVENTSbull SITUATIONSbull QUOTATIONSthat are related to this themeMake a list of them and write a short explanation of what each example shows us about the theme
Be ready to report on your findingsStep 3Each group should now take it in turns to report backEveryone should listen carefully to the expert reports and make notes about what they tell you about their THEME
Step 4Choose one of the THEMES (it could be the one you find most interesting the one you are an lsquoexpertrsquo on or the one you think is the main theme of the book)On A4 paper make a poster about this themeYou could use a mixture of words and pictures set it out as a spider diagram a list include quotations pictures or symbolsMake itbull informativebull clearbull eye-catching
![21 ideas for staying in touch through email marketing [list]](https://img.dokumen.tips/doc/110x75/549c48f2b47959aa318b46c1/21-ideas-for-staying-in-touch-through-email-marketing-list.jpg)
