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					Teacher sheet 1

Wolf on the Fold
by Judith Clarke A note to the teacher: The activities in this unit on Wolf on the Fold are designed for an average Year 9 class. These activities have been trialled and it has been found that they address the range of abilities that can often be found in a mixed ability class. As well, this unit has been designed with the following policies and teaching and learning pedagogies in mind:  Quality teaching in NSW public schools and the three dimensions of pedagogy: o pedagogy that is fundamentally based on promoting high levels of intellectual quality o pedagogy that is soundly based on promoting a quality learning environment o pedagogy that develops and makes explicit to students the significance of this work.  Values in NSW public schools  Learning to learn strategies  Habits of mind  ICT use  Concepts of visual learning, especially using graphic organizers  Bloom‟s taxonomy. The title of the novel: Before issuing the text, the teacher could introduce the text by saying: We need to understand that the word „fold‟ in the title of the novel that we are going to explore refers to a flock of sheep. Let‟s consider the title a little more deeply. What ideas come to mind when you hear the title “Wolf on the Fold”? (Class discussion) Some of the meanings connected with the word „fold‟ might be: a sense of safety, a protected environment, and being watched over by a shepherd or a protector and guide.

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Stage 5 English Wolf on the Fold handouts

Handout 1

Wolf on the Fold
by Judith Clarke Pre-reading activities: In pairs discuss: 1. How could the world „family‟ connect with a fold? 2. Complete the mind map below (which is attempting to look like an eye and which will have more meaning later in our work) in which you explore possibilities of other ideas that can connect with the word „fold‟.

F O L D

Did you come up with ideas like: security, belonging, believers, followers? Share your ideas with the whole class. Maybe you could create a class mind map.

Now consider the title again. In pairs, discuss: 1. What does it mean to you? 2. What reasons do you have for saying that? 3. Can you explain your ideas more fully?

Write the title into your book and write under it what you feel it is going to refer to in the novel.

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Handout 2

Wolf on the Fold
by Judith Clarke

What is a wolf?
Work in pairs for this activity. Look at the circles below: one circle is titled “Positive associations” and the other one “Negative associations”. In each circle, write in any associations that you have about wolves. For example, when you think of the horror film, A Werewolf in Manhattan how do you feel about the wolf? Or when you think of a baby wolf cub (looking like a fluffy puppy), how do you feel then? How does the expression, „hungry like a wolf‟ make you feel? Would you be happy to be near a wolf on the prowl? How does the song, Who’s Afraid of the Big Bad Wolf make you feel? Think about the meaning of the expression, „to keep the wolf from the door‟.

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

For homework, download from the Internet, cut out a picture or draw a representation of a wolf that you feel is a typical one.

Positive associations

Negative associations

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Handout 3

Wolf on the Fold
by Judith Clarke Children’s stories 1. How well do you know the infamous big, bad wolves that feature as antagonists in the stories listed below? 2. Think about the meaning of the word „caution‟ and by extension, the term 'cautionary tale'. 3. Why is the concept of 'predator' a key role within that genre? You may need to briefly research each of the tales listed. Orientation (a) Little Red Riding Hood (b) The Three Little Pigs (c) The Boy Who Cried Wolf Complication Resolution Coda

Circle the correct answer: 1. 'Who is afraid of the big, bad wolf?' 2. 'I'll huff and I'll puff and I'll blow your house down!' 3. 'Whatever you do, don't stray from the path.' 4. 'My! What big teeth you have!' 5. 'Help me or the wolf will kill my sheep.'

(a) (a) (a) (a) (a)

(b) (b) (b) (b) (b)

(c) (c) (c) (c) (c)

Match the popular sayings with their meanings listed 1. 2. 3. 4. 5. a wolf in sheep's clothing throw to the wolves cry wolf wolf at the door to wolf down a. b. c. d. e. eat ravenously starvation; financial ruin sacrifice someone to save yourself raise a false alarm a deceptive or treacherous person

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

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Stage 5 English Wolf on the Fold handouts

Handout 4

Wolf on the Fold
by Judith Clarke Prediction exercise 1. Think / Pair / Share - discussion activity a) Carefully examine the front cover of this novel. Discuss with a partner what you notice about: the font used and the title of the novel the colours used the graphics the layout (design) of the front cover what the historical, social or cultural context might be. i ii What is appealing and eye-catching about this cover? How is the responder‟s (reader‟s) interest aroused in this novel?

b) Writing: In a paragraph describe how these features help shape our impression of what this novel may be about. Comment on the colours used, the layout, graphics and the placement of the title of the novel. 2. The back cover Look carefully at the back cover and read the blurb (summary of the novel). Without the book in front of you: a. Write the blurb in your own words as if you are telling someone younger than yourself, what they could expect to discover in this story. b. What other comments are made about this book on the back cover? Who makes these comments and why do you think they have been included here?

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Handout 5

Wolf on the Fold
by Judith Clarke The Preface Re-read the preface of the novel. Just as Judith Clarke enjoyed her old box of photographs as a child, so her novel is pieced together as a series of vignettes or snapshots set across different contexts. Your homework is to find a magazine that you are allowed to cut up. Be as creative as you can with this task. Cut out a box shape and glue it onto the bottom of a page. Cut out a lid shape that is to be glued at the top of the page. Coming out of the top of the base of your box, create a collage of different images that appeal to you. On the next page, write a sentence or paragraph about five of those images. Your sentence or paragraph must capture what the image is about. The more creative of you will include figurative language (such as a simile or metaphor) in your response.

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Handout 6

Wolf on the Fold
by Judith Clarke After the contents page 1. After the contents page, there is a visual representation of a „family tree‟. Turn to that page now. We are actually given the answers to some of the events in the novel which help us understand some of the events in Chapter 1. 2. What is genealogy? The idea of connecting families is used to connect the chapters in this novel. The conventional way to present a family tree is to have the first known generation at the top and then the descendants to descend downwards, thus forming a series of „branches‟ in each generation. That is why we see Mr and Mrs Thomas Sinclair‟s family tree represented for us this way. With your partner, decide what you think is the meaning of the two simple symbols in the family tree: = and - . 3. Think about a real tree for a moment, such as a gum tree or eucalyptus. Where are the roots and where is the trunk of the tree located and how do the branches form out of the trunk? Now think about a family tree. Stop imagining a real tree and keep in your mind the idea of a „family tree‟. Which part of a family tree would be the „roots‟ and which part would form a „trunk‟ and then what would comprise the „branches‟? 4. Discuss with your partner whether the representation of the family tree would have been better presented with the family tree being presented in the reverse form from what we see drawn on the shadow of the tree. Be ready to report back to the class with your response. Turn to the page at the beginning of the novel with the graphic of the Sinclair family tree. Can you find Kenny on the tree? What dates do you notice next to Kenny‟s name? You may have noticed that the chapters in this novel have titles and they are also given dates as sub-titles. a) Can you explain why the novel may be set out this way? b) What is the date for Chapter 1? c) Discuss the dates with a partner and predict what Chapter 1 could tell us about Kenny and his family. i. How old would Kenny be? ii. What would he be doing at this stage of his life? iii. What changes in his life would he be facing? Your teacher will distribute a blank A4 page with an outline of a tree on it. Your task is to represent your own family tree on it. Think about how many generations you know about in your family first.

5.

6.

7.

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a) b) c) d) 8.

Which generation is going to be the first one? Are you going to draw it at the top of the tree outline or at the base? Where you are going to put the following generations? Draw a star next to your name and colour it your favourite colour.

To make more meaning of chapter one, you need to research the Great Depression. Go into a search engine (such as www.yahoo.com.au) to determine: a) the approximate dates of the Great Depression b) how it started c) the effects on employment and families.

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Handout 7

Wolf on the Fold
by Judith Clarke Chapter 1 Complete the following activities after reading Chapter 1. Judith Clarke has used a number of ways with words to bring her ideas to life. These are some activities to help you understand how she has done this. Language study: Words and their meanings: Match each of the following words with its meaning: culvert crib billy fastening cubby insubstantial thicket recitation 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

tremor tendril

a small bed for a child: ________________ ( p.4) the learning and saying of words from a text by memory: _________ (p4) an Australian word for a tin can used for boiling water: __________ (p9) doing up buttons or ties so they won‟t come undone ___________ (p12) lacking any reality: ____________________ (p13) a slight shaking or movement: _______________________ (p14) a small ditch that carries water under a road: _________________ (p19) a thin piece of plant that attaches itself to something: __________ (p20) a cosy, sometimes secret, space children build for themselves ______ (p21) a clump of bushes: __________________ (p27)

The poem fold 1. 2. 3. 4.

Assyrian

cohort

sheen

a person from the ancient civilization of a country that is now Iraq was called: __________________________ (p24) an enclosure for sheep: ___________________ (p24) a group of soldiers, especially the ancient Roman army: ________ (p24) brightness or splendour: ___________________ (p26)

Colloquial language: Colloquial language is informal, conversational language used in everyday speech. It often includes expressions that only a certain group of people may understand. There are some examples of colloquial language used in Chapter 1. a) „The Sinclairs had always been poor and scraped along as best they could…‟ (p3) i Explain the meaning of „scraped along‟ in this context. ii What could „scraped along‟ mean to someone who didn‟t understand the context?

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b) „…Kenny had copped a cricket ball right in the mouth…‟ (p8) i Explain the meaning of „copped a cricket ball‟ in this context. ii What other meanings could „copped‟ have for someone who didn‟t understand this context? Find other examples of colloquial language in this chapter. Adjectives from nouns: Judith Clarke has used clever descriptions by imaginatively creating adjectives from common nouns. Sometimes the words she creates are new words but we understand what they mean from the context in which they are written. Complete the list below to show the noun origin of the adjectives from Chapter 1: Adjective Noun whizzy (p4) runty (p6) squawky (p6) panicky (p8) moony (p10) flashy (p19) i ii iii iv Find the sentences in which Judith Clarke has used these words. Copy the phrase or the group of words where this description is used. In your own words describe the image that Judith Clarke is creating. Which one of these descriptions do you think is most effective? Why?

You might try to use this technique in your own writing. If possible, form adjectives from these words: Noun Adjective chocolate flower grumble computer skateboard Use these new words in your own sentences. Simile search A simile is a figure of speech where two things are compared and one is said to be similar to the other. The words „like‟ or „as‟ are usually used to introduce a simile. It is a language device used to make images more vivid and clearer. Judith Clarke uses a simile on the first page of Chapter 1: „Like a tree,‟ Kenny had heard his mum telling Uncle Albert at the funeral. „He went down like a tree.‟

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i) What image comes to your mind with this description? ii) What is the comparison being made? iii) Why didn‟t Judith Clarke just simply say that Kenny‟s father had died? Many similes have been used throughout Chapter 1. Some of these are: a) „He hated the look of his face in the mirror when he took them out; shrivelled as a gnome‟s.‟ (p8) b) „…tucking the parcel carefully inside the pocket of his jacket, where it fitted exactly, like a birthday card onside its envelope.‟ (p11) c) „…he was frozen, and despair had settled in his heart like icy sludge.‟ (p15) d) „…the power hummed from his fingers like fierce electricity.‟ (p23) i) What comparison is used in each of the similes above? ii) In your own words, explain the description or image that is being made. iii) Draw a picture of any two of these similes. The poem (p25-6) Read the poem that Kenny chants silently while he is afraid. a) b) c) d) Write out the two similes that have been used. What comparisons are used in each of the descriptions? Why do you think Kenny especially found comfort from these lines? Why do you think the simile „like a wolf on the fold‟ has been used for the title?

Make a collage of about five more similes that are used in this chapter. Explain the comparisons that have been used. Draw a representation (graphic or picture) of what each of these similes is describing. Metaphors A metaphor is a figure of speech that is a comparison (as in a simile) but where one thing is said to be something else. Note that in a metaphor neither „like‟ nor „as‟ is used. A good example of a metaphor can be found on page 11: „…and Dan‟s face had crumpled up in misery.‟ i) What image comes to your mind with this description? ii) What word gives us the idea that this is a metaphor? (What is normally „crumpled up‟?) iii) Explain the metaphor in this context. iv) Try to draw or cut out from a magazine a picture of a face that is „crumpled up in misery‟.

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Metaphors have been used very effectively throughout Chapter 1. Some of these are: a) „Kenny felt a love that held a spark of anger deep inside…‟ (p7) b) „He‟d never known that cold could hurt like this: a painful block of ice inside his chest…‟ (p19) c) „…he saw now that that these were mere specks of dust in the kingdom of his life.‟ (p25) [There is a mixed metaphor here!] d) „his foot held fast, a silly rabbit caught in a murderous trap.‟ (p27) i) What comparison is used in each of these metaphors? ii) In your own words, explain the description or image that is being made. iii) Draw a picture of two of these metaphors. Make a collage of about five more metaphors that are used in this chapter. Explain the comparisons that have been used. Draw a representation (graphic) of what each of these metaphors is describing. Alliteration Alliteration is the repetition of the same consonant sound at the beginning of following words. It helps to create an effective description and is used to create a special effect. A clear example of alliteration can be found on page 4 of the novel when Judith Clarke is describing Kenny‟s experiences in the classroom: „he hated school anyway: the shouting… the whizzy whack of the cane…‟ (p4) i) What is the effect of „whizzy whack‟? ii) Why didn‟t Judith Clarke just say that boys were caned in those days? Find other examples of alliteration on pages 7, 12, 16 and 19. Try to explain why the composer has used alliteration in each of these examples. What is the effect achieved by using alliteration here?

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Handout 8

Wolf on the Fold
by Judith Clarke Detailed analysis of Chapter 1 Re-read the first page of the novel. a) Why has Clarke repeated the word „middle‟ in her first sentence? b) In sentence 2 we discover that Kenny is 14. c) In what sense is Kenny also in the „middle‟? In our society today, you cannot apply for a job unless you are fourteen and nine months old and have special permission from home and your school principal. How is it that Kenny is only fourteen and setting out to find a job? Also on the first page, Clarke uses figurative language in: “The need to get money … was like an iron bar laid flat across their necks.” a) State what language feature this is an example of. b) Why is the word choice so simple and not involving complex vocabulary? (Hint: What does it reflect?) c) See if your pair can compose your own comparisons for the following aspects: the need for air; the need for quiet; the need for food. Read the first five pages of the novel. Imagine that you are a film scriptwriter and your task is to finish the first three scenes of the film. Transform the first three scenes of the novel that you think are significant using the conventional filmic layout and language as you see in the model below: Include in your script precise titles of the music that you would require the sound department to find background music. (Be ready to explain to your teacher what effect you wanted to achieve.) To do this, research the Great Depression again on the Internet and locate at least one title by each of the following to include in your script: a song sung by a female, another by a male and another by a soloist musician. Divide your page into three columns. Under each heading fill in information about the contexts from the information that Clarke gives us in Chapter 1. Historical context Social context Personal context

On page 8, Clarke repeats the word „hated‟ three times in the first paragraph: “Kenny hated the new teeth; he hated the way” and “He hated the look of his face”. a) Discuss with your partner why writers or composers repeat words. b) Here Kenny is concerned with his self-image. How does he feel about himself?

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Clarke begins the last paragraph on page 9 with this sentence: “Grown men, they were.” Here Clarke uses inversion. It is commonly used to give emphasis to certain words. a) Which words do you feel are emphasised? b) What would be the difference if the sentence has said: “They were grown men.”? From pages 9 to 10 a) find references how Clarke refers to Kenny being on the cusp of becoming a man. b) What dilemmas does he face on leaving his childhood behind? c) What are the expectations of his society now? In what ways is Kenny‟s world different from yours? Draw up two columns in your book. From the information given to us by page 12, fill in the column with aspects of Kenny‟s life and then compare (which also means to contrast) your life with his and fill in the space in the right-hand column. Kenny Me

At the bottom of page 11, Kenny feels a strong sense of finality about his life, that things are clearly changing for him. His mother buttons up his jacket and then gives him some cautionary advice: „Be careful going through the flatlands.‟ Later Clarke (p13) continues this scene and writes: „Careful?‟ he echoed. „Be sure you keep to the road, Kenny. Don‟t go off it. And don‟t stop for anyone.‟ Often in our lives parents and wise people give us advice that is often cautionary so that we keep out of danger. Often parents keep repeating that advice so that we remember it. In this scene, the word „echoed‟ is used and sounds like a parent often giving advice and the child hearing it in his mind and repeating it. As little children, we had stories read to us or we saw videos with similar messages in them about being safe and careful to keep out of danger and keep away from strangers. Kenny remembers a tale told by a schoolmate, Leo Hicks and that „the story seemed as insubstantial as a fairytale‟. Here Clarke makes an intertextual reference by referring to another text, a fairytale, and we are reminded that many of the images that she has made (and continues to make in this chapter) refer to those from fairytales we may have read as children. Can you think of any?

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Page 21: In Grimms‟ fairytale Little Red Riding Hood, the mother gives advice to her daughter: „…be nice and good and don‟t stray from the path‟. How can you relate this advice to the novel? The last paragraph on page 12 is a highly descriptive about the flatlands. With a partner, discuss Clarke‟s use of adjectives, alliteration, personification and emotive language. Each of you should rehearse a dramatic reading of this paragraph and record it on a cassette tape or CD. Ensure that your voices emphasise the mystery, mood and emotion Clarke is trying to convey. On page 14 Clarke uses a set of asterisks (***) to clearly divide off the next section and puts it into italics. She wanted to clearly show a time-shift. This time is set in the future when Kenny is much older and the future is the key to what the passage is about. Discuss and write a list with your partner of the aspects of Clarke‟s writing that show the time-shift and their presentation. Kenny had such dreadful teeth that the dentist removed all of his teeth and put in dentures. But Kenny dislikes the teeth because they hurt and he cannot speak properly. We are told on page 17 that Kenny shouted at his brothers and „…sounded like an animal, and looked like one too, with the blood all round his mouth. Joey and Dan backed away in fright.‟ Discuss with your partner what type of animals would look like this. After reading Chapter 1, we are given clues about Kenny‟s long life. What are some of these clues?

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Handout 9

Wolf on the Fold
by Judith Clarke Expert jigsaw Each chapter in Wolf on the Fold can be read as a short story. However, there are links between family names that connect each of the stories. Your task in the end is to try to work out how the stories are connected by: a) family members b) ideas or themes that link the stories. You will be working in a group to become „experts‟ on a chapter in the novel. Work through the questions below to report back to the class in such a way as the story takes on a chronological sequence as the chapters are told. Group tasks and activities: Most work should be presented in your assignment books or on a set of sheets in a plastic sleeve. Some tasks require a poster presentation or something more imaginative. 1. The first pages of this section set the orientation of the story. a) Who are the characters mentioned here? b) What is happening? c) Where is the story situated? What clues do we have to the setting? d) When does this chapter of the story take place? Research the era (dates) of your chapter. You will have noticed that the novel moves through time with different dates for each chapter. Present your findings on a poster or use an overhead projector to report back. What were some of the main features of the: a) historical context? (What was happening in the world / Australia?) b) social context? (How did people live, dress, communicate, eat, etc?) c) personal context? (What problems did people face in these times?) 3. Make a time capsule from your chapter. Put six things in it and attach a tag to the item explaining why this item is in the capsule. The structure of the chapter: investigate how the chapter is constructed. Storyboard the main events in the chapter. You could use a sequence chart to help you. Character study: Be as creative as you can here! a) List the main characters in this chapter of the novel. b) What do we find out about the characters?

2.

4.

5.

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c) What do the characters do or say to make an impression upon readers? d) What do others do or say to help us understand these main characters? e) On separate pages for each character, draw them, find pictures from magazines or use computer images to illustrate them. f) Label each illustration with four quotes or descriptions from the chapter. g) On each drawing paste / attach a piece of material that would represent the clothing that the main characters would be wearing. h) You may like to make model of the main character/s. Working with words: In Chapter 1, you worked through a language study. Sections you covered were: a) words and their meanings b) adjective and nouns (descriptive language) c) simile search d) metaphors e) alliteration Use these headings to create your own kit of work on the chapter you are studying. Word process your work so that we can use these as class sheets. Link to the title: Can you see a link to the title? Explain your response. Connecting ideas: a) How do the characters connect? b) What are the connections to Kenny? Is it Kenny himself? c) What about other members of his family? Back to the jigsaw: Be ready to share your ideas with the other „experts‟ from each of the other groups.

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Handout 10

Wolf on the Fold
by Judith Clarke

Group report feedback sheet
Group members: Thorough & detailed 4 Very good effort 3 Good attempt 2 Limited attempt 1-0

Analysis 1. Orientation 2. Context 3. Structure / storyboard 4. Character study 5. Language 6. Link to the title 7. Connections between the characters 8. Use of technology in presentation 9. Creativity, originality and insight Delivery Eye contact with audience Voice projection Appropriate gestures, body language, stance Subtotals Total Comments

/ 48

Teacher:

Date:

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Student listening: sequence chart of chapters Name: ………………………………………………..
You will be assessed on:

Handout 11 /25

your completion of each box Total: your summary technique your understanding of the concepts presented by each group Name of chapter: Date of chapter: Main characters:

Name of chapter: Wolf on the Fold Date of chapter: 1935 Main characters: Kenny Sinclair Kenny‟s mother Main events: Kenny leaves home to find a job to support the family. On the way, Kenny is tempted to stop in a wood for warmth and fire and is attacked by a stranger. Kenny overcomes the situation through persistence and courage. Links to title: Image of wolf is introduced and this foreshadows evil events to occur. There is a potential wolf in everybody. Name of chapter: Date of chapter: Main characters:

Name of chapter: Date of chapter: Main characters:

Main events:

Main events:

Links to title:

Links to title:

/5
Name of chapter: Date of chapter: Main characters: Name of chapter: Date of chapter: Main characters:

/5

Main events:

Main events:

Main events:

Links to title:

Links to title:

Links to title:

/5
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Stage 5 English Wolf on the Fold handouts

/5

Handout 12

Wolf on the Fold
by Judith Clarke

Expert jigsaw: Stage 2: sharing ideas
(Enlarge this sheet to A3 size) You are now expert on your chapter. Now you are going to share your ideas with experts from the other groups.  Your teacher will give you a number: 1, 2, 3, 4 or 5.  Form groups, so that all the 1‟s are in one group, all the 2‟s in another group and so on.  In each group, share ideas about connections you have made in the narrative.  Complete the table below to summarise your ideas. Characters 1935 1957 1954-59 1975 1991 2002 Main themes 1935 1957 1954-59 1975 1991 2002 Links to the title 1935 1957 1954-59 1975 1991 2002

Connecting the chapters in Wolf on the Fold

Aging of characters 1935 1957 1954-59 1975 1991

Links to the family tree Any other links? 1935 1935 1957 1954-59 1975 1991 1957 1954-59 1975 1991

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2002

2002

2002 Handout 13

Wolf on the Fold
by Judith Clarke Now that you have read the novel – some activities Either in groups or individually, select one of the following as a task to be assessed: 1. Choose an event from any chapter and present it as a news item for either a newspaper or a radio news segment. If you select the newspaper task, you could desktop publish it. If you select the radio task, record your segment on either a cassette or a CD. Perhaps all of the „radio‟ groups could combine their segments later and create a whole program to which the class can listen and respond. 2. Re-present a scene from the novel as a film script. Remember to include the instructions in relation to director‟s notes that include: such things as camera angles and shots, sound effects, background and non-diegetic music/sounds, special effects. If you would like to be more adventurous, you might like to film your scene and present it to the class. 3. Compose a soliloquy as if you are a character from the novel and present it on cassette tape/to the class/on film/as a dramatic performance. 4. Imagine you are a TV host and you are to interview a character from the novel. Try to include some memorable moments from your life experiences and maybe try to link your experiences with other characters in the novel. 5. Compose a song for an era or for a chapter. Either compose your own music or set the song to already published music from the era. Record it for the class to enjoy or it could be performed live. 6. Write a final chapter set in about 2020. Think about the family tree and whose point of view you‟d choose. Are there any new family members? How would life be different for some of the characters now? 7. Create a web site home page or the actual web site for the novel. Remember to research and investigate the different eras. Can you create links to other sites? Can you include graphics? Music? How else might you be creative? 8. Research and analyse the poem, “The Destruction of Sennacherib” by Lord George Byron.

You will be assessed on:  your understanding of the main issues and ideas in the novel  your choice of forms, modes and media in your representation  your composition showing skills in interpretation, analysis and synthesis of ideas  your control of expression (orally, visually or in written form)

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

your originality, flair and creativity.

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Handout 14

Wolf on the Fold Activity marking guidelines
Student / group name(s):
Outcomes Demonstrates extensive, detailed and sophisticated understanding of the concepts in the novel  Demonstrates comprehensive knowledge and insightful understanding of the ways ideas in the novel are represented through particular forms, modes and media  Composes a critical, refined, personal response showing highly developed skills in interpretation, analysis and synthesis of ideas  Demonstrates sophisticated control of expression  Shows originality, flair and creativity.  Demonstrates detailed and clear understanding of the concepts in the novel  Demonstrates comprehensive knowledge and understanding of the ways ideas in the novel are represented through particular forms, modes and media  Composes a critical, refined, personal response showing well developed skills in interpretation, analysis and synthesis of ideas  Demonstrates sound control of expression  Shows originality and creativity.  Demonstrates sound understanding of the concepts in the novel  Demonstrates sound knowledge and understanding of the ways ideas in the novel are represented through particular forms, modes and media  Composes a personal response showing developed skills in interpretation, analysis and synthesis of ideas  Demonstrates some control of expression.  Demonstrates limited understanding of the concepts in the novel  Demonstrates limited knowledge and understanding of the ways ideas in the novel are represented through particular forms, modes and media  Composes a personal response showing some skills in interpretation or analysis  Demonstrates variable control of expression.  Demonstrates basic understanding of the concepts in the novel  Demonstrates basic knowledge and understanding of the ways ideas in the novel are represented through particular forms, modes and media  Composes an undeveloped personal response  Demonstrates limited control of expression. Comments:  Marks

20 – 17

16 - 13

12 – 9

8-5

4-1

Total

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Teacher:

Date:

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Teacher sheet 2

Wolf on the Fold
by Judith Clarke A drama exercise: A wolf game Ten basic questions (and answers) have been provided for each chapter with the intention of encouraging students to gain factual knowledge and understanding, not only of the specific chapter they have been allocated to study in detail, but more general information on the text as a whole. For this purpose, it is important to note that the questions have been specially designed to encourage concise, easy answers derived directly from the text. The point of the exercise is to consolidate ideas whilst memorising details to be tested in an enjoyable activity / game to be conducted at the conclusion of the unit. It is envisaged that teachers will introduce the short questions at some point throughout the unit with a warning that knowledge needs to be acquired for a 'wolf' game that will be played down the track. [You might like to 'ham' the references to Little Red Riding Hood and/or wolves.] The game is inspired by the popular children's chasing game called, 'What's the Time, Mr Wolf?'. It can be played (minus the running) by students, seated quietly inside the classroom or you may opt for a more active version, outside on the oval. Please note that the question / answer cards are presented in such a way that they should be able to be photocopied with the question on one side and the response on the other. Teachers are free to organise the format of the game that will best suit their classes but the general premise is that double-sided question / answer cards will be distributed and a wolf or pack of wolves will be testing 'the fold' to determine whether or not they are to be 'devoured'. For example, What's the time, Mr Wolf? Response: 1935 - How old was Kenny when his father died? Students must answer correctly in order to 'survive' the challenge and 'escape' into the next round. Alternatively, a set number of 'lives' (second chances) may be negotiated - perhaps (like Kenny) requiring the ability to recite poetry.

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Stage 5 English Wolf on the Fold handouts

Handout 15a

Wolf on the Fold
by Judith Clarke

1935 – Wolf on the Fold
Questions 1. How old was Kenny Sinclair in the middle of The Great Depression? 2. Why did Kenny need to find a job? 3. What mode of transport did Kenny take to look for work? 4. What happened to Kenny's real teeth? 5. Why did Kenny and Dan take the clothes off the line for Mum? 6. What important warning did Kenny's mother give him when he set off to find work? 7. Why did Kenny leave the road? 8. Who did Kenny meet on his way to find work? 9. How did Kenny manage to calm himself in order to save his life? 10. What was the final outcome of Kenny's job hunt?

Answers 1. Kenny was just fourteen. 2. His father had just died and he needed to support his family. 3. The black, serviceable bike that had belonged to his father. 4. They were knocked out when he 'copped a cricket ball in the mouth.' 5. It was the night after Dad died and they didn't want Mum to be upset by them. 6. Be sure to keep to the road. Don't go off it and don't stop for anyone. 7. It was very cold and he was tempted by the warmth of the fire. 8. A stranger / the tramp. 9. He escaped by calming himself, in reciting a poem he learned long ago in school. 10. Kenny was given work at the very first factory he came to.

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Stage 5 English Wolf on the Fold handouts

Handout 15b

Wolf on the Fold
by Judith Clarke

1957 - The City of Love
Questions 1. What was the brand new, 'thrilling' piece of technology at Frances' and Clightie's house? 2. Who came to visit Kenny, Irene, Frances and Clightie at their house? 3. What was so strange about Aunt May wanting to see her friend, Ethel? 4. Frances often whispered when she was a child. Why? 5. Why was Aunt May cooking in the kitchen at 3.00 a.m.? 6. Where was Aunt May going in her pyjamas with her shopping bag? 7. What sad news did Kenny tell Aunt May? 8. What is the name of the city that Ethel had wanted to see? 9. What was Aunt May doing in the back yard in the middle of the night? 10. What did Frances and Clightie tell Aunt May to help her feel better about Ethel?

Answers 1. The phone. 2. Aunt May. 3. Ethel was dead. 4. She was praying. 5. She was getting dinner ready for Pattie and Stan. 6. She was going to the butcher's to get more sausages for Stan's tea. 7. Her friend Ethel had died many years ago. 8. Paris, the City of Love. 9. Hanging out the washing. 10. Ethel was happy, living in Paris, The City of Love.

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Stage 5 English Wolf on the Fold handouts

Handout 15c

Wolf on the Fold
by Judith Clarke

1954-1959 - Reading Problems
Questions 1. On her first day of big school Frances was asked where babies come from. What was her first answer? 2. What is the full name of the bully at Frances' school? 3. What does the teacher do to Vonny on Frances' first day of school? 4. Why does Vonny keep repeating grades? 5. Why does Miss Browning sit next to Vonny? 6. What is Vonny attempting to do with Mrs Ryan's son, Kevin? 7. Frances and Jeannie crossed paths with Vonny later, when she was working at … 8. What is different about Vonny's appearance, now that she is working? 9. Whose voice does Jeannie imitate at the shop counter and why does it have such a dramatic effect on Vonny? 10. What excuse does Frances and Jeannie give Vonny's supervisor to save her from being fired?

Answers 1. Grace Bros. 2. Vonny Cooney. 3. She slapped her hard across the face. 4. She can't read. 5. She's trying to teach Vonny to read. 6. Vonny is attempting to teach Kevin to read the words the way Miss Browning has taught her. 7. Woolworths. 8. She was neatly dressed and groomed, wearing perfume, etc. 9. The voice of Mrs Blacklock, the teacher who is cruel to Vonny at school. This intimidates Vonny and causes her to react violently. 10. They are friends and Vonny was trying to fix Jeannie's watch.

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Stage 5 English Wolf on the Fold handouts

Handout 15d

Wolf on the Fold
by Judith Clarke

1975 - Dhilkusha
Questions 1. Why is Raj kept in after school? 2. What were the former occupations of Raj and Kanti's parents, when they were living in Africa? 3. What is Dhilkusha and what is the meaning of the word? 4. When Raj and Kanti's neighbour remarks about their 'hot blood‟, what is their mother's reply? 5. Why did the Shah family have to leave Kampala? 6. Why were Mrs Shah and her children on the train? 7. Who was Rekha and who 'took her away‟? 8. What home / business does the Shah family have in Australia? 9. What sad thing does Kanti confide in Kenny? 10. Why does Raj hate the colour red?

Answers 1. He was kept in after school for fighting. 2. Their father was a doctor and their mother, a school headmistress. 3. Dhilkusha ('the place of the heart's gladness') was the name of their house in Africa. 4. 'All blood is the same‟. 5. They were forced to leave Kampala because they are Indian. 6. They were attempting to escape without being detected or detained. 7. Rekha was Raj and Kanti's little sister. A young soldier threw her from a moving train. 8. A milkbar. 9. He had a little sister who had died. 10. It reminds him of what happened to Rekha.

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Stage 5 English Wolf on the Fold handouts

Handout 15e

Wolf on the Fold
by Judith Clarke

1991 - Jerusalem the Golden
Questions 1. Who went to Israel when she was thirty-six years old? 2. The name of Frances' son is …? 3. Gabriel wants to go to Jericho markets to buy some … 4. How does Hannah try to prevent Gabe and Frances from going to the markets? 5. Clightie becomes a grandmother when her daughter has a baby son called …? 6. Why does Gabriel want the figs so much? 7. What is the problem about going to the markets? 8. What does Gabriel do that frightens Frances? 9. When they return from Jericho, Frances tells Gabriel that they are not in 'Before‟, they are now in …? 10. The first person Frances rings when she returns from Jericho is …

Answers 1. Frances. 2. Gabriel. 3. Figs. 4. She offers them some of their favourite cakes that she has baked. 5. James. 6. Because they'll taste like 'Before‟. 7. It is dangerous there; and there is tension with the Arab soldiers. 8. He runs into the market calling out, „Saddam Hussein's a looney!' 9. 'Always'. 10. Frances.

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Stage 5 English Wolf on the Fold handouts

Handout 15f

Wolf on the Fold
by Judith Clarke

2002 - Chocolate Icing
Questions 1. What is the 'Noise' that upsets James? 2. James' younger brother is …? 3. How does James try to stop Davie hearing the noise? 4. What is given the name, 'the dream machine‟? 5. What does James find left in the mixing bowl after his mother leaves the house? 6. Where does James see his mother when he has left the house? 7. What does James see in the kitchen pedal bin? 8. What frightens James when he sees his mother at the sea? 9. Why does James feel great joy at the end of the story? 10. What image does James see right at the end of the story?

Answers 1. The sound of his parents arguing. 2. Davie. 3. He reads stories to him / buys him earplugs. 4. The earplugs. 5. Chocolate icing. 6. He sees her down at the beach. 7. The whole cake, all smashed up. 8. He sees his mother walking into the sea. 9. His mother was striding back onto the sand, coming back to them. 10. Kenny: a boy in a funny old-fashioned jacket riding a big black bicycle.

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Stage 5 English Wolf on the Fold handouts

1935 - Wolf on the Fold

1935 - Wolf on the Fold

1. How old was Kenny Sinclair in the 2. Why did Kenny need to find a job? middle of The Great Depression?

1935 - Wolf on the Fold 3. What mode of transport did Kenny take to look for work?

1935 - Wolf on the Fold 4. What happened to Kenny's real teeth?

1935 - Wolf on the Fold 5. Why did Kenny and Dan take the clothes off the line for Mum?

1935 - Wolf on the Fold 6. What important warning did Kenny's mother give him when he set off to find work?

1935 - Wolf on the Fold 7. Why did Kenny leave the road?

1935 - Wolf on the Fold 8. Who did Kenny meet on his way to find work?

1935 - Wolf on the Fold 9. How did Kenny manage to calm himself in order to save his life?

1935 - Wolf on the Fold 10. What was the final outcome of Kenny's job hunt?

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Stage 5 English Wolf on the Fold handouts

Answer 1935 - Wolf on the Fold 2. His father had just died and he needed to support his family.

Answer 1935 - Wolf on the Fold 1. Kenny was just fourteen.

Answer 1935 - Wolf on the Fold 4. They got knocked out when he 'copped a cricket ball in the mouth‟.

Answer 1935 - Wolf on the Fold 3. The black serviceable bike that had belonged to his father.

Answer 1935 - Wolf on the Fold 6. Be sure to keep to the road. Don't go off it and don't stop for anyone.

Answer 1935 - Wolf on the Fold 5. It was the night after Dad died and they didn't want her to be upset by them.

Answer 1935 - Wolf on the Fold 8. A stranger / the tramp.

Answer 1935 - Wolf on the Fold 7. It was very cold and he was tempted by the warmth of the fire.

Answer 1935 - Wolf on the Fold 10. Kenny was given work at the very first factory he came to.

Answer 1935 - Wolf on the Fold 9. He escaped by calming himself, in reciting a poem he learned long ago in school.

Asquith Girls High School

Stage 5 English Wolf on the Fold handouts

1957 - The City of Love 1. What was the brand new, “thrilling” piece of technology at Frances' and Clightie's house?

1957 - The City of Love 2. Who came to visit Kenny, Irene, Frances and Clightie at their house?

1957 - The City of Love 3. What was so strange about Aunt May wanting to see her friend, Ethel?

1957 - The City of Love 4. Frances often whispered when she was a child. Why?

1957 - The City of Love 5. Why was Aunt May cooking in the kitchen at 3.00 a.m.? 6.

1957 - The City of Love Where was Aunt May going in her pyjamas with her shopping bag?

1957 - The City of Love 7. What sad news did Kenny tell Aunt May?

1957 - The City of Love 8. What is the name of the city that Ethel had wanted to see?

1957 - The City of Love 9. What was Aunt May doing in the backyard in the middle of the night?

1957 - The City of Love 10. What did Frances and Clightie tell Aunt May to help her feel better about Ethel?

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Stage 5 English Wolf on the Fold handouts

Answer 1957 - The City of Love 2. Aunt May.

Answer 1957 - The City of Love 1. The phone.

Answer 1957 - The City of Love 1. She was praying.

Answer 1957 - The City of Love 3. Ethel was dead.

Answer 1957 - The City of Love 6. She was going to the butcher‟s to get more sausages for Stan‟s tea.

Answer 1957 - The City of Love 5. She was getting dinner ready for Pattie and Stan.

Answer 1957 - The City of Love 8. Paris, the City of Love.

Answer 1957 - The City of Love 7. Her friend Ethel had died many years ago.

Answer 1957 - The City of Love 10. Ethel was happy, living in Paris, the City of Love.

Answer 1957 - The City of Love 9. Hanging out the washing.

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Stage 5 English Wolf on the Fold handouts

1954-1959 - Reading Problems 1. On her first day of big school Frances was asked where babies come from. What was her first answer?

1954-1959 - Reading Problems 2. What is the full name of the bully at Frances' school?

1954-1959 - Reading Problems

1954-1959 - Reading Problems

3. What does the teacher do to Vonny 4. Why does Vonny keep repeating on Frances' first day of school? grades?

1954-1959 - Reading Problems 5. Why does Miss Browning sit next to Vonny?

1954-1959 - Reading Problems 6. What is Vonny attempting to do with Mrs Ryan's son, Kevin?

1954-1959 - Reading Problems 7. Frances and Jeannie crossed paths with Vonny later, when she was working at …?

1954-1959 - Reading Problems 8. What is different about Vonny's appearance, now that she is working?

1954-1959 - Reading Problems 9. Whose voice does Jeannie imitate at the shop counter and why does it have such a dramatic effect on Vonny?

1954-1959 - Reading Problems 10. What excuse do Frances and Jeannie give Vonny's supervisor to save her from being fired?

Asquith Girls High School

Stage 5 English Wolf on the Fold handouts

Answer 1954-1959 - Reading Problems 2. Vonny Cooney.

Answer 1954-1959 - Reading Problems 1. Grace Bros.

Answer 1954-1959 - Reading Problems 4. She can't read.

Answer 1954-1959 - Reading Problems 3. She slapped her hard across the face.

Answer 1954-1959 - Reading Problems 6. Vonny is attempting to teach Kevin to read the words the way Miss Browning taught her.

Answer 1954-1959 - Reading Problems 5. She's trying to teach Vonny to read.

Answer 1954-1959 - Reading Problems 8. She was neatly dressed and groomed, wearing perfume, etc.

Answer 1954-1959 - Reading Problems 7. Woolworths.

Answer 1954-1959 - Reading Problems 10. They are friends and Vonny was trying to fix Jeannie's watch.

Answer 1954-1959 - Reading Problems 9. The imitated voice of Mrs Blacklock (the cruel teacher) intimidates Vonny and causes her to react violently.

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Stage 5 English Wolf on the Fold handouts

1975 - Dhilkusha 1. Why is Raj kept in after school? 2.

1975 - Dhilkusha What were the former occupations of Raj and Kanti‟s parents, when they were living in Africa?

1975 - Dhilkusha 3. What is „Dhilkusha‟ and what is the meaning of the word? 4.

1975 - Dhilkusha When Raj and Kanti's neighbour remarks about their “hot blood”, what is their mother's reply?

1975 – Dhilkusha 5. Why did the Shah family have to leave Kampala?

1975 - Dhilkusha 6. Why were Mrs Shah and her children on the train?

1975 - Dhilkusha 7. Who was Rekha and who “took her away”?

1975 - Dhilkusha 8. What home / business does the Shah family have in Australia?

1975 - Dhilkusha 9. What sad thing does Kanti confide in Kenny?

1975 - Dhilkusha 10. Why does Raj hate the colour red?

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Stage 5 English Wolf on the Fold handouts

Answer 1975 - Dhilkusha 2 Their father was a doctor and their mother, a school headmistress (or principal).

Answer 1975 - Dhilkusha 1. He was kept in after school for fighting.

Answer 1975 - Dhilkusha 4. 'All blood is the same‟.

Answer 1975 - Dhilkusha 3. Dhilkusha ('the place of the heart's gladness') was the name of their house in Africa.

Answer 1975 - Dhilkusha 6. They were attempting to escape without being detected or detained.

Answer 1975 - Dhilkusha 5. They were forced to leave Kampala because they are Indian.

Answer 1975 - Dhilkusha 8. A milkbar.

Answer 1975 - Dhilkusha 7. Rekha was Raj and Kanti's little sister. A young soldier threw her from a moving train.

Answer 1975 - Dhilkusha 10. It reminds him of what happened to Rekha.

Answer 1975 - Dhilkusha 9. He had a little sister who had died.

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Stage 5 English Wolf on the Fold handouts

1991 - Jerusalem the Golden

1991 - Jerusalem the Golden

1 Who went to Israel when she was 2 The name of Frances' son is ...? thirty-six years old?

1991 - Jerusalem the Golden 3 Gabriel wants to go to Jericho markets to buy some …?

1991 - Jerusalem the Golden 4 How does Hannah try to prevent Gabe and Frances from going to the markets?

1991 - Jerusalem the Golden 5 Clightie becomes a grandmother when her daughter has a baby son called …?

1991 - Jerusalem the Golden 6 Why does Gabriel want the figs so much?

1991 - Jerusalem the Golden 7 What is the problem about going to the markets?

1991 - Jerusalem the Golden 8 What does Gabriel do that frightens Frances?

1991 - Jerusalem the Golden

1991 - Jerusalem the Golden

9 When they return from Jericho, 10 The first person Frances rings Frances tells Gabriel that they are when she returns from Jericho is not in 'Before‟, they are now in …? …?

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Stage 5 English Wolf on the Fold handouts

Answer 1991 - Jerusalem the Golden 2. Gabriel.

Answer 1991 - Jerusalem the Golden 1. Frances.

Answer 1991 - Jerusalem the Golden 4. She offers them some of their favourite cakes that she has baked.

Answer 1991 - Jerusalem the Golden 3. Figs.

Answer 1991 - Jerusalem the Golden 6. Because they'll taste like 'Before‟.

Answer 1991 - Jerusalem the Golden 5. James.

Answer 1991 - Jerusalem the Golden 8. He runs into the market calling out, “Saddam Hussein's a looney!”

Answer 1991 - Jerusalem the Golden 7. It is dangerous there, and there is tension with the Arab soldiers.

Answer 1991 - Jerusalem the Golden 10. Frances.

Answer 1991 - Jerusalem the Golden 9. 'Always'

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Stage 5 English Wolf on the Fold handouts

2002 - Chocolate Icing 1. What is the 'Noise' that upsets James?

2002 - Chocolate Icing 2. James' younger brother is called …?

2002 - Chocolate Icing 3. How does James try to stop Davie hearing the noise?

2002 - Chocolate Icing 4. What is given the name, 'the dream machine‟?

2002 - Chocolate Icing 5. What does James find left in the mixing bowl after his mother leaves the house?

2002 - Chocolate Icing 6. Where does James see his mother when he has left the house?

2002 - Chocolate Icing 7. What does James see in the kitchen pedal bin?'

2002 - Chocolate Icing 8. What frightens James when he sees his mother at the sea?

2002 - Chocolate Icing 9. Why does James feel great joy at the end of the story?

2002 - Chocolate Icing 10. What image does James see right at the end of the story?

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Stage 5 English Wolf on the Fold handouts

Answer 2002 - Chocolate Icing 2. Davie.

Answer 2002 - Chocolate Icing 1. The sound of his parents arguing.

Answer 2002 - Chocolate Icing 4. The earplugs.

Answer 2002 - Chocolate Icing 3. He reads stories to him / buys him earplugs.

Answer 2002 - Chocolate Icing 6 He sees her down at the beach.

Answer 2002 - Chocolate Icing 5. Chocolate icing.

Answer 2002 - Chocolate Icing

Answer 2002 - Chocolate Icing

8. He sees his mother walking into 7. The whole cake, all smashed up. the sea.

Answer 2002 - Chocolate Icing 10. Kenny: a boy in a funny oldfashioned jacket riding a big black bicycle.

Answer 2002 - Chocolate Icing 9. His mother was striding back onto the sand, coming back to them.

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Stage 5 English Wolf on the Fold handouts

Handout 16a

Wolf on the Fold
by Judith Clarke

Making connections
Many of us, at some time or another, will have heard of the popular saying that „eyes are the windows to the soul‟. We are instantly aware, of course, that this is a metaphorical expression and therefore alerted to the necessity of looking deeper or discovering different ways of seeing when searching for meaning. This is sometimes a complex task but there are certain tricks you can use to help you develop understanding. „Seeing‟ and investigating texts in multiple ways is what we refer to as critical literacy, that is, the ability to read meaning on different levels. You may remember that when you began this unit, you constructed a mind map in the shape of an eye and discussed various ideas connected to the word „fold‟ which along with the word „wolf‟ is a key concept in Judith Clarke‟s novel. Fold = safety, belonging innocence, etc.   Wolf = threat, danger knowledge

Some of you may have also noticed that each chapter is introduced by the same graphic resembling an eye. Have a look back at it to check. It is important to realize that this graphic is not only a stylistic feature of the novel, but also a device to emphasize the importance of recurring threshold symbolism in underlining key concepts, such as the universal nature of growth, change and duty, and so on. It is also significant to note that an essential part of meeting such challenges and responsibilities, is the necessity of facing many inherent dangers that often present themselves in disguise. These are the metaphorical wolves lurking in the shadows of human experience. It is unrealistic to suggest that all such demons may be easily vanquished, but Clarke promotes virtues such as: thought, kindness, courage, hope, persistence and resilience, etc., as effective strategies for 'keeping the wolves at bay‟. On this note, however, it is interesting to observe that Clarke treats her 'wolves' with a genuine sense of respect, sensitivity and care. This emphasises her point that dangerous ideas (lack of regard and compassion for certain others as fellow human beings) are primarily responsible for dangerous people.

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Stage 5 English Wolf on the Fold handouts

Handout 16b

Wolf on the Fold
by Judith Clarke The following are just some of the many examples of figurative 'wolves' (predators, threats, etc.) posed upon innocents in Wolf on the Fold. Provide at least one example of each of these from the text. The wolf factor / threat Specific example from text Poverty Hunger War Disease Death Violence Discrimination Fear Hate Loss Example of resilience (rising to the challenge)

Think again of Judith Clarke's purpose in embedding an intertextual reference to Little Red Riding Hood, the cautionary tale about an adolescent girl who submits to the temptation of straying from the path of duty. Begin your investigation by closely examining the eye depicted at the beginning of each chapter and briefly answering the following questions. 1. 2. 3. Who or what is positioned in the centre of the eye graphic? Fill in the spaces the name of the black spot in the centre of a person‟s eye: p-p–l What is the function of your answer to (2) above?

Note that the word in (2) above has more than one meaning yet both definitions are highly relevant to the story. Explain and suggest reasons or purpose.

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Stage 5 English Wolf on the Fold handouts


				
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