The Garbage King By Elizabeth Laird

Transcription

1 New Windmills 2004 Resource sheets The Garbage King By Elizabeth Laird Activities by Alan Pearce The following pages consist of teacher s notes and classroom resource sheets for The Garbage King by Elizabeth Laird. These pages can be downloaded and printed out as required. This material may be freely copied for institutional use. However, this material is copyright and under no circumstances can copies be offered for sale. The publishers gratefully acknowledge permission to reproduce copyright material.

2 The Garbage King by Elizabeth Laird Synopsis This novel focuses on the plight of children living on the streets of Addis Ababa. It follows the story of Mamo, an orphan who is sold as a slave, and Dani, a rich boy who runs away from home to escape his father. The two boys paths cross in a graveyard in Addis Ababa, and later they are accepted into a small gang of street children. This gripping novel has a happy ending for the two main characters, Mamo and Dani, but includes a serious note from the author, encouraging readers to consider the thousands of other children around the world who have been forced to live on the streets. Prior learning It would be helpful for the students to have some knowledge of the recent history of Ethiopia. Two helpful sites that could provide a starting point for students are linked through the Heinemann website. Visit and type in Express code 0544P to access the links. The purpose of going through the Heinemann website is to keep the link updated and to avoid offensive material. Study areas 2 Although this is a piece of fiction, it is based on the experiences of the author who has often worked in Ethiopia. Consequently, the events in the novel are based on the lives of real children. Therefore, the novel provides the stimulus for responses to a piece of fiction, as well as opportunities for research into a range of issues. Possible areas of study could include: Author s craft: Explore the use of narrative, with different characters stories happening at the same time. For example, while Dani was running away from home, Mamo was running away from the farmer to whom he was sold. Also, while Mamo was begging for food for Dani and himself, Dani was finding water in the graveyard. (Author s craft: Yr7 R12; Yr8 R10; Yr9 R9) Analytical writing: Produce a piece of analytical writing, weighing up whether Dani was right to have run away. (Analytical writing: Yr7 S13, Wr18; Yr8 S9, Wr16; Yr9 Wr16) Informative writing: Produce a piece of informative writing, exploring the culture within which the novel is set. (Informative writing: Yr7 S13; Yr8 S9, Wr10; Yr9 Wr9) Collaborative drama: Act out any of the conversations between the boys in the street gang. The focus should be on maintaining character. (Collaborative drama: Yr7 S&L16; Yr8 S&L16; Yr9 S&L14) Collaborative drama: As a play script, write any of the scenes that we know must have happened, but do not appear in the novel. For example, the scene when the farmer discovered that Mamo had run away; the first conversation at home between Dani and his father after they were reunited; the conversation between Yacob and his mother, when he announced that he was moving to Addis Ababa. (Collaborative drama: Yr7 S&L16; Yr8 S&L16; Yr9 S&L14) Teacher s Notes

3 Independent research / Information writing: Research the social developments in Ethiopia over the last decade. Produce an illustrated poster about modern Ethiopia. (Independent research: Yr7 R1, Wr10; Yr8 R2, Wr10; Yr9 R2, Wr9) Independent research / Information writing: Research the work of Save the Children. Produce a poster to advertise the work that they do across the world. (Independent research: Yr7 R1, Wr10; Yr8 R2, Wr10; Yr9 R2, Wr9) Teacher guidance Resource 1 This resource sheet leads the students through the process of writing a letter from Dani to his father. There are five sections to the letter and the resource sheet helps the students to make appropriate notes for each of the sections. Advice is also given about an appropriate style for the letter. Literacy Framework Objectives Year 7: S13 Revise the stylistic conventions of non-fiction; S15 Vary the formality of language; R2 Use appropriate reading strategies; R8 Infer and deduce meaning; Wr6 Portray character through writing. Year 8: S12 Explore and use different degrees of formality; R4 Review active reading strategies; Wr6 Experiment with figurative language; Wr7 Creating tone in writing; S9 Adapt the stylistic conventions of non-fiction. Year 9: S9 Conveying a sense of character in writing; Wr9 Integrate diverse information into a coherent account. Guided Reading Opportunities The students are asked to write a letter in character. The letter is divided into five sections. The first three sections of this writing task require close reading of listed extracts from the novel. You could demonstrate how to do this task using section two of the letter Describe how you have been living since you left home. The students are directed to four extracts from the novel: pages , , and You could guide the students in their reading of pages in order to extract the necessary information. You could then ask the students to read pages and observe their close reading skills as they work through the extract. This process can be repeated for pages and if necessary. Resource 2 This resource sheet helps the students to prepare a talk to be given to a small group of their peers. The students will be talking as though they were Mamo. The purpose of the talk is to tell the rest of the street gang about what happened to Mamo when he was sold as a slave to the farmer. There are five sections to the speech and the resource sheet helps the students to make notes for each section. Advice is also given about an appropriate style for the talk. 3 Teacher s Notes

4 Literacy Framework Objectives Year 7: R6 Adopt active reading strategies; R8 Infer and deduce meaning; S&L17 Experiment with language in role. Year 8: R4 Review active reading strategies; R8 Investigate how meaning changes when presented in different forms; S&L14 Develop dramatic techniques to maintain a role. Year 9: Wr11 Make use of descriptive writing; S&L14 Convey character through scripted drama. Guided Reading Opportunities This task asks the students to prepare a talk to be given in character. To collect the necessary information requires close reading, but also some empathy. The students are directed to five extracts in order to collect the necessary information: pages 4 9, 15 21, 32 4 and 44 5, 44 8 and 57 63, You could support the students in their reading of pages 4 9. The students could be asked to select information to answer the question, How did Mamo feel when Merga arrived and took him away?. While the reading is taking place, you could encourage the students to consider the difference between fact and opinion. If necessary you could support the students in reading the next four extracts. The students could be provided with the following questions to help direct their reading of each extract: Pages 15 21: How might Mamo have felt when he realised that he had been sold to a farmer? Page 32 4 and 44 5: What words do you think best describe Mamo s relationship with Tesfaye? Pages 44 8 and 57 63: How did the farmer and his family treat Mamo? Pages 81 91: How did Mamo escape and return to Addis Ababa? Resource 3 This resource sheet helps the students to research appropriate information in order to produce a leaflet for a charity. The students are asked to imagine that a new charity called Support the Street Children has been set up in Britain. Its aim is to help children such as Million, Karate and Mamo. The students are supported in the production of a leaflet to persuade people to donate money to Support the Street Children. Advice is given about an appropriate style for the leaflet. 4 Literacy Framework Objectives Year 7: S13 Revise the conventions of non-fiction; S15 Vary the formality of language; R2 Use appropriate reading strategies; R4 Make brief notes; R10 Identify how media texts are tailored to suit their audience; Wr11 Select and organise information. Year 8: S9 Adapt the stylistic conventions of non-fiction; W12 Recognise how the degree of formality influences word choice; S12 Explore and use different degrees of formality in writing; R1 Combine information from various sources; R3 Make notes in different ways; R8 Explore how meanings are changed when information is presented in different forms. Year 9: S3 Write with differing degrees of formality; S8 investigate the conventions of ICT texts; R2 Synthesise information from a range of sources; Wr13 Present a case persuasively. Teacher s Notes

5 Guided Reading Opportunities To complete this task the students need to look at two websites about the Christian Children s Fund and Save the Children. They can be accessed through the Heinemann website at Just type in Express code 0544P to view the links. You could work with a group to support their reading of one of the websites. While students have extensive experience of visiting websites, it is important to help them with the task of reading a website. The non-linear nature of the reading task can confuse some students. Also, navigating a website can cause problems for some students. You could also take this opportunity to talk to the students about judging whether information on a website should be trusted. Pressure groups are not likely to provide a balanced argument. Similarly, it is possible to visit websites that have been created by individuals with extreme political views. A class list of useful websites could be drawn up over time. 5 Teacher s Notes

6 1 Dani s letter to his father The Garbage King Introduction Dani decided to take very drastic action when his father announced that Dani was to be sent to Jigjiga to stay with Feisal: Dani packed a bag and ran away. Fortunately he met Mamo, and was accepted by the street gang. However, it was clear that Dani did not fit into this way of life; he was always the odd one out. It was also clear that Dani would really have liked to have returned home, if only he could have resolved the problem of being sent to Jigjiga. Task Imagine that you are Dani and that, just after your successful fight with Buffalo, you decide to write a letter home to your father. Fill in the table on page 7, making notes on each of the subjects in the table. Page references are provided so that you can refer back to the novel. In your letter you should write about each of these subjects. Remember: You are writing this letter as though you were Dani. You will need to write in the first person. You will also need to make a decision about how formal or informal your style will be. Word bank You may find some of the following words helpful: fear, isolated, lonely, confident, courageous, generous, kind, loyal, appreciated, self sufficient, independent, valued. 6 Harcourt Eduction Limited, 2004

7 1 Dani s letter to his father 1 Explain why you ran away from home. Pages: 13 and The Garbage King 2 Describe how you have been living since you left home. Say something specific about each of the boys in your gang. Pages: , , and Explain to your father how you have changed as a person since you have been away from home. Pages: 185 6, 194 7, , 226, 244 and Tell your father why you would like to come home. However, also explain to him that you will only come home under certain conditions. 5 Your father has never been proud of you. Explain to him the qualities that you have that he should be proud about. 7

8 2 Mamo s story Introduction The children in Million s gang rarely talk about their pasts. For example, we learn very little about Million, Getachew or Shoes backgrounds. Imagine that you are Mamo and one evening, when you are all sitting around the fire, you decide to tell the gang about what happened to you on the farm when you were sold as a slave. Task 1 In your account you should say something about each of the subjects in the table on page 9. Page references are provided so that you can refer back to the novel and you should make notes on each of the subjects as you read. 2 For the next stage of this task you will need to work with a small group of friends. Take it in turns to imagine that you are Mamo, and the rest of the group are the other people in the gang in Addis Ababa. Tell the gang about what happened to you, from the moment Merga arrived, to the moment you arrived back in Addis Ababa. You may use the notes that you made in the table as a prompt. Although this is a piece of fiction, it is also a speech that recounts. When you recount you are likely to use the following conventions: what you say will be in the first person you will use the past tense you will explain clearly how you felt you will use connectives that sequence your ideas: e.g. later, meanwhile and afterwards you will use verbs, adverbs and adjectives to describe things vividly. 8 Harcourt Eduction Limited, 2004

9 2 Mamo s story 1 How did you feel when Merga arrived, and took you away? Pages: What were your thoughts when you realised you had been sold to the farmer? Pages: What was your relationship like with Tesfaye? Pages: 32 4 and How did the farmer and his family treat you? Pages: 44 8 and Explain how you escaped and returned to Addis Ababa. Pages:

10 3 Producing a Leaflet Introduction Imagine that a new charity called Support the Street Children has been set up in Britain. Its aim is to help children such as Million, Karate and Mamo. The director of the charity has asked you to produce a leaflet to persuade people to donate money to Support the Street Children. Task When you are designing your leaflet, you should think about three things: Content, Style and Presentation. The director of the charity has given you a list of instructions for each area to help you. 1 Content Your leaflet should have four sections. Section 1 should explain what problems the street children face. Section 2 should give at least one specific example of a street child s problems, including at least one quotation from a street child. Section 3 should explain what help the charity could provide for the street children. Section 4 should use persuasive language to encourage people to make a monthly donation to the charity. You will be able to use The Garbage King to get a great deal of the information you need. However, you could also visit some websites to get additional information. Visiting and typing in Express code 0544P will provide you with two links to get you started. 2 Style For the first three sections of your leaflet you need to use a formal, impersonal style. (Do not use pronouns such as me or I.) For the final section you need to write persuasively. Write in the third person, in a formal style. Use imperatives, such as, you must, you need to, it is essential. Use adjectives and adverbs for effect. Use connectives such as, this shows, because, of course, obviously. 10 Harcourt Eduction Limited, 2004

11 3 Producing a Leaflet 3 Presentation Your leaflet should be one A4 page, and you should use both sides of the page. Your leaflet will look most realistic if you can produce it on a computer. If you have access to a computer you could also copy and paste some of the illustrations from the websites that you visit. If you cannot use a computer, then you could print off some of the pictures and stick them into your leaflet. Word bank: You may find some of these words helpful: isolated, abandoned, starving, vulnerable, at risk, helpless, beg, implore, donation, hope, future, protection. 11 Harcourt Eduction Limited, 2004