Form 5 Catch Us If You Can

FORM 5
Novels
Catch us if you
can
Table of Contents
Synopsis
Elements
Activities
Assessment
Answer Key
Glossary
Appendix
Panel of writers
0
DRAFT
Introduction
CATCH US IF YOU CAN
NOVEL
What is a novel?
Only in a novel are all things given full play D ! "a#rence
A novel is a long narrative in literary prose. Novels tell stories, which are typically
defined as a series of events described in a sequence. The novel has been a part of human
culture for over a thousand years, although its origins are somewhat debated. Regardless of
how it began, the novel has risen to prominence and remained one of the most popular and
treasured examples of human culture and writing.
There have been stories and tales for thousands of years, but novels must combine a
few unique characteristics in order to be defined as such. First, a novel is written down,
rather than told through an oral account. econdly, novels are meant to be fictional in form,
differentiating them from myths, which are said to have their basis in reality or theology.
Although some modern scholars argue differently, there is no truly established guideline for
length, point!of!view, or even establishment of a moral or philosophical point in novels.
ources " http"##www.wisegee$.com %ate accessed " &
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'uly ()*)
" http"##www.wi$ipedia.org#wi$i#Novel %ate accessed " &
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'uly ()*)
1

Crriclm !evelopment !ivision"#inistry of Edcation #alaysia" $%&%

The elements of a novel inclde the followin'(
i" Plot ) the structure of a novel. +t shows the arrangement of events and actions within
a story ,please refer to notes on Freytag-s .yramid below for details/.
ii" Settin' ) the time, place, physical details, and circumstances in which a situation
occurs. etting enables the reader to better envision how a story unfolds by relating
necessary physical details of a piece of literature.
iii" Theme ) is the main idea, or message, of an essay, paragraph, or a boo$. The
message may be about life, society, or human nature. Themes often explore
timeless and universal ideas and may be implied rather than stated explicitly. Along
with plot, character, setting, and style, theme is considered one of the fundamental
components of fiction. +t is the universal statement or feel when you read a piece of
writing.
iv" Character and characterisation ) a character is a person in a narrative who may
represent a particular class of group of people. 0haracters in a novel a the vehicle
by which author conveys to us his # her view of the world. 0haracters maybe classify
either main character or minor character. The characterisation of a character is
revealed by actions, speech, thoughts, physical appearance, and the other
characters- thoughts or words.
v" *an'a'e ) sed by athor to reveal the theme and prpose of the novel"
2
+otes on ,reyta'-s Pyramid
Gstav ,reyta' was a nineteenth century 1erman novelist who saw common patterns in the plots of
stories and novels and developed a diagram to analyse them. 2e diagrammed a story3s plot using a
pyramid li$e the one shown here"
*. Exposition" setting the scene. The writer introduces the characters and setting,
providing description and bac$ground.
(. .ncitin' .ncident" something happens to begin the action. A single event usually
signals the beginning of the main conflict. The inciting incident is sometimes called
3the complication3.
4. /isin' Action" the story builds and gets more exciting.
5. Climax" the moment of greatest tension in a story. This is often the most exciting
event. +t is the event that the rising action builds up to and that the falling action
follows.
&. ,allin' Action" events happen as a result of the climax and we $now that the story
will soon end.
6. /esoltion" the character solves the main problem or someone usually solves it for
him or her.
7. !0noement" (a French term, pronounced: day-no-moh) the ending. At this point,
any remaining secrets, questions or mysteries which remain after the resolution are
solved by the characters or explained by the author. ometimes the author leaves us
to thin$ about the T2898 or future possibilities for the characters.
3
Author$s
%ac&ground
CATCH US IF YOU CAN
NOVEL

4
0atherine 9ac.hail , born (& 'anuary *:56, 1reenoc$/ is a cottish!born author, who
has an established reputation as a writer of gritty, urban stories that tac$le emotional and
contemporary issues that eventually wor$ towards a positive solution. Although she has
had ;obs ,assembling computers for +<9 and as a housewife/, she always wanted to be a
writer. 2er first published wor$ was a sort of =twist!in!the!tale= story in Titbits, followed by
a story in the unday .ost.
+n addition to writing boo$s for children around their teens, she also writes for adults and
is the author of the <<0 Radio ( series.
'ynopsis
CATCH US IF YOU CAN
NOVEL
5

Rory and his grandfather, 1randa, have loo$ed after each other since Rory-s dad
wal$ed out on them. 1randa is given to lapses in memory ,putting Rory-s homewor$
down the rubbish chute and the rubbish in Rory-s school bag/ and completely
irresponsible behaviour ,setting fire to his coat at a .arents- 8vening/, but he has a
generous heart and plenty of charm. Rory acts as his carer until there is a fire in the
flat and the authorities decide to separate them. 2owever, Rory is determined that
they will stay together and they embar$ on an escape but with their faces on every
television screen and in every newspaper, this is not so easy. Their ;ourney is full of
surprise betrayals and unexpected friends as they attempt to evade the authorities
and eventually trac$ down the man who wal$ed out on them.

Rory and his grandfather, 1randa, have loo$ed after each other since Rory-s dad
wal$ed out on them. 1randa is given to lapses in memory ,putting Rory-s homewor$
down the rubbish chute and the rubbish in Rory-s school bag/ and completely
irresponsible behaviour ,setting fire to his coat at a .arents- 8vening/, but he has a
generous heart and plenty of charm. Rory acts as his carer until there is a fire in the
flat and the authorities decide to separate them. 2owever, Rory is determined that
they will stay together and they embar$ on an escape but with their faces on every
television screen and in every newspaper, this is not so easy. Their ;ourney is full of
surprise betrayals and unexpected friends as they attempt to evade the authorities
and eventually trac$ down the man who wal$ed out on them.
(le)ents
CATCH US IF YOU CAN
NOVEL
P*1T S2##A/3
Chapter &
Readers are introduced to Rory and his 1randa as they wait for %r Nicol in the waiting room.
The doctor is concerned that Rory is too young to ta$e care of his grandfather. 2owever,
Rory is aware that there are only two of them in the family.
Chapter $
1randa has a failing memory> always misplacing things. Rory has the sole responsibility of
ta$ing care of 1randa li$e buying him his lunch every day.
Chapter 4
Rory sacrifices some of the things he li$es for 1randa. 2e gives up football so that he can be
at home with his 1randa. Rory-s worry is that if 1randa is put into Rachnadar, they would be
separated. Rory-s dad had left them many years ago and 1randa is very disappointed with
his son, not wanting to see him again.
Chapter 5
1randa is very popular with Rory-s friends and meets 9rs. Foley for the first time. 1randa
accidentally sets fire to his and 9rs. Foley-s coats at the school-s .arents- Night.
Chapter 6
?al 'essup, a social wor$er is assigned to ta$e care of 1randa and Rory. %arren-s mum and
9rs. Foley are both worried for Rory and are glad of the extra help they were going to
receive. 2owever, 1randa has a little accident in the flat and is ta$en to the hospital.
Chapter 7
1randa has suffered from smo$e inhalation and has to be hospitalised. Rory pleads to the
<ig 9an to ma$e 1randa wa$e up. ?al 'essup is nervous to let Rory live in the flat alone and
drives him to the children-s home at 0astle treet.
6
Chapter 8
Rory goes to the home because he has no choice and he thin$s that it will be for only one
night @ till his granda is out of the hospital. Tess, a young inmate of the home, terrifies Rory
with her bad behaviour.
Chapter 9
1randa admits that he had forgotten that the chip pan was on the stove, hence the fire in the
flat. 2e tries to appease Rory by saying that he would get better soon. 2owever, he is upset
that his grandson is in the 0astle treet home.
Chapter :
Although Rory loves his grandfather, he is slightly annoyed with him as well because of the
accident> he had landed himself in the hospital because of that and now Rory is in a
children-s home. Rory goes bac$ to the flat with ?al and collects 1randa-s medication. There,
Rory realises that he wants to return home. 1randa feels the same too.
Chapter &%
Rory is given the idea that 9rs Foley might foster Rory. Rory goes to the hospital to find that
1randa is not there anymore.
Chapter &&
1randa has been shifted to Rachnadar. ?al 'essup tells Rory that he is ;ust a boy and that
he cannot ta$e care of 1randa anymore.
Chapter &$
1randa is very upset to be sent to the home and it brea$s Rory-s heart to see him cry. At
0astle treet, Rory fights with Tess. Rory becomes exasperated when 1randa retreats
further and further into a shell while at Rachnadar and at school, the idea of being fostered
by 9rs Foley worries him. Aife is certainly unpleasant in 0astle treet when Tess becomes
increasingly uncontrollable. Rory decides that the only way is to run away with 1randa.
Chapter &4
The 1reat 8scape. %arren offers the use of his mom-s caravan and Rory plans the escape
with great detail. 1randa relies on Rory to get out of Rachnadar.
Chapter &5
1randa is li$e a little boy, allowing him to be led> safe in the $nowledge that Rory would loo$
after him. 2e is happy to be in the caravan and decides that he is indeed a luc$y man to
deserve a boy li$e Rory. Rory has done all of this so that they could be together. 2e realises
that he would never let anyone separate them.
Chapter &6
2appy in the caravan, 1randa recovers his old self.
7
Chapter &7
Bhile fishing, they meet strangers and 1randa is pre;udiced when he calls them Ctin$ersD.
As 1randa-s health improves and both of them are happy, %arren sends Rory a text
message saying that the authorities are after them.
Chapter &8
Rory prepares 1randa for another move away from the police but as they move through the
woods, the strangers whom they had met the day before, reach out and help them.
Chapter &9
Rory has no choice and allows them to lead. They are ta$en to an older caravan camp and
Rory meets Tyrone and his family. Tyrone-s mom responds that they had helped them
because it was Rory that they had wanted to help.
Chapter &:
They are ta$en care of well in ammy-s camp. Bhile there, they realise that they are the top
story on the cottish news as a boy and his grandfather on the run. Apparently, the
authorities are worried about 1randa whose health is a real concern. 1randa decides that he
would rather die of cold and hunger as long as he is free.
Chapter $%
1randa and Rory are worried that ammy would get into trouble by helping them. <ut
ammy insists that he did not $idnap them and that they are not escaped convicts. Rory
learns never to be ;udgemental of people.
Chapter $&
The runaways en;oy the birthday party in ammy-s brother-s place. Ruby reads Rory-s future
and predicts that he would meet people who would help him> some of whom he would not be
able to trust. 2e would certainly find what he is loo$ing for but would face a terrible sadness
before that.
Chapter $$
The public has mixed responses over Rory and 1randa-s running away. Ruby indicates that
people are ta$ing sides about them, arguing about the rights and wrongs of their case. Rory
realises that they would have to be on the move again. ammy suggests that he drives them
to %undee so that they can ta$e a train to 1lasgow to be with family friends who would
provide them with shelter and time to thin$.
Chapter$4
+n the train, Rory realises that they have been recognised and alights at an earlier station.
Bhen 1randa goes to the toilet, Rory is bullied by a young man who recognises him.
1randa beats the latter with a bottle and decides that he will steal a car to escape.
Chapter $5
8
1randa seems an expert at stealing cars and his driving scares Rory. They stop at the lay by
to have some rest.
Chapter $6
The runaways meet Rab when they stop to buy petrol. 2e offers them help.
Chapter $7
Rab says that he wants to help them because Rory and 1randa are not criminals. 2e allows
them the use of his flat and seems $ind and concerned. Though pale and tired, 1randa says
that he is alright as long as he is with Rory. Rory prays for help because he realises he
needs someone to help him. Again T? newsflashes show that the public is very much on
their side and Rory gets to $now that his 1randa-s son, his father, has been traced to
Aiverpool.
Chapter $8
The television news states that neither Rory nor his grandfather have attempted to contact
'eff 9c+ntosh in Aiverpool. Rab encourages Rory to ta$e his grandfather to his son.
Chapter $9
Rab has a grand idea to ma$e sure that they get to Aiverpool. A whole line of people are
going to ta$e them to Rory-s dad and 1randa comments that the world is indeed wonderful
after having experienced so much $indness.
Chapter $:
Annie drives them into 8ngland and leaves them with Norma and Nicola. The latter admires
Rory for what he has done. 1randa agrees but his mood changes when he finds out that
they are going to his son in Aiverpool.
Chapter 4%
1randa refuses to go and for the first time Rory is frustrated. 2e had hoped that his father
would ta$e over the responsibility of 1randa but 1randa thin$s that it would hurt Rory too
much if his father would leave them again. Rory begins to hate his father and 1randa
consoles him by saying that they have never needed him and that they do not need him
now. Nicola rings up to tell Rory that the police are coming and that they would have to move
on.
Chapter 4&
+t is the second escape> both of them run out into the dar$. 1randa is tired and they both
stop to rest and eventually sleep off at a stone bus shelter. .rior to that 1randa says that if
he was to die, he would as a happy man. En awa$ening, Rory is not able to awa$en his
grandfather and is afraid that he may be dead.
Chapter 4$
Rory runs for help and remembers Ruby-s prophecy about the terrible sadness. 2elp comes
immediately and the police introduce him to his father.
9
Chapter 44
1randa is not dead. 2e is hospitalised and recovers eventually. Rory is reunited with his dad
and his family. 2e has two little sisters who endear themselves to 1randa. 2is dad as$s to
be given another chance to prove that he can be a good dad and a good son again. Rory
has found what he was loo$ing for and realises that if anything happens to his 1randa he will
not be alone again. 2e is than$ful to all who have helped them on their ;ourney. 2e is very
happy that he, 1randa and his family are together again.
C;A/ACTE/S
#a<or characters
Granda
Rory-s grandfather. Also $nown as 9ister 9c+ntosh. 8lderly,
partially senile and never quite well, with a tendency to forget what
he is doing ,never puts off his pipe properly till it smoulders into
flames/. Aoves his grandson dearly and cannot bear the thought of
being separated from him. Rises to the occasion when least
expected to. 2urt by his son-s departure from the family and after
his daughter!in!law-s death, is dedicated to ta$ing care of Rory.
/ory
A young boy, still in school who is dedicated to ta$ing care of his
aging grandfather. hows determination and courage even in
desperate situations ,when the grandfather is admitted in
Rachnadar/. 9ature, he understands why his grandfather refuses
to meet his own father.

#inor characters

=al >essp
A young and eager social wor$er who is responsible for Rory-s well
being. Responsible, she is anxious that 1randa receives his full
pension benefits and arranges for Rory to stay at the children-s
home in 0astle treet.
10
#rs ,oley
Rory-s teacher who is $eenly aware of his inability to pass up his
homewor$ because of his duty to care for his grandfather. he is
very concerned when 1randa is admitted into the hospital and
realises that Rory should not be in the children-s home.

!arren
Rory-s best friend in school who helps him to stay in the mother-s
caravan when 1randa is ta$en away from Rachnadar.
>eff #c.ntosh @ reconciliates with his father and son when he
sees them on television.
Sammy? /by and Tyrone
The family that offers comfort and security $nowing that if they did not, the police would
have ta$en Rory and his grandfather away.
/ab and his friends
Effer security and are $een for Rory and 1randa to go to Aiverpool to meet with Rory-s
father.
11
Settin'
12
*here it happens
+hysical setting 'ocial setting At)osphere
Dr Nicol$s clinic
0omfortable with the care
and concern of %r Nicol
Relaxed
Rory$s school
.ublic school Rory is terrified of 9rs. Foley.
2elpful classmates @ try to
help Rory with his homewor$.
.arents- Night.
,randa and
Rory$s -at
Flat owned by the
<uilding ociety
%espite 1randa-s forgetful
antics, there is much love and
understanding between the
two.
Children$s
ho)e at Castle
'treet
Temporary home for
abandoned children who
may be up for foster care.
F grey , dead stone, crow step
gables and even a turret
G..an eerie silver light was
cast against the building. Ai$e
something out of a ghost
story.-
0ontrast between amiable
boys and girls as well as
aggressive Tess.
Rory is miserable.
!ospital
The nurses and a
policewoman are $ind to
Rory but do not tell him
1randa-s real condition.
Rory is worried for his
grandfather-s health @ the
constant fear of death nags at
him> he begs F<ig 9an- to
Fwa$e- 1randa up from his
sleep.
13
Darren$s )u)$s
caravan
The caravan provided
them with the comfort
they had missed in the
past few days.
FGdead secluded- but filled
with basic necessities.
Tyrone$s
caravan
imilar to many other
caravans in the campsite.
Barm and friendly.
melling of spices> domestic
and happy atmosphere.
*here it happens
Rachnadar
FThis is where they put old
fol$ that nobody wants.-
1randa is upset being there
and it hurts Rory.
FG..the shuffling old people
with dead eyes pass up and
downG-
+erth rail#ay
station
Rory is threatened and
1randa attac$s the young
nasty boy> 1randa is
galvanised into action @
decides that he will steal a
car.
,as station
+t is comforting to $now
that Rory and 1randa are
among people who trust
them and are willing to
help.
Rab has recognised Rory and
his 1randa and is $een to
help
The trip to
"iverpool
The public, though
worried for the
responsibility that Rory
has underta$en with the
care of his grandfather, is
very helpful in attempting
to get 'eff 9c+ntosh to
meet his father and son.
Norma-s house provided
temporary relief.
1randa is hurt and angry that
he is actually being ta$en to
Aiverpool to meet his son #
Rory-s father.
14
"iverpool
The family is united
F+-d find what + was loo$ing
for.-
1randa may accept his son
eventually ,despite the years
of misunderstanding/.
Rory had found a family and
would not be alone when
1randa finally goes.
*here it happens
.us shelter
The bond between the
two generations.
1randa is cold when he rests
at the shelter after the escape
from Norma-s house, but tells
Rory that he is willing to be
anywhere as long as Fthey are
together.-
Rory is extremely afraid and
shoc$ed that he may be alone
when he thin$s his
grandfather is dead.
Plot
15
Climax
Rory is convinced that his 1randa is dead when they
escape and rest at the stone bus shelter.
Exposition (
Readers are given a view of
1randa-s and Rory-s life.
/esoltion(
Rory is reunited with his father.
2e is happy that he now has a
family.
1randa is admitted to the
hospital when he inhales
smo$e during the
fire in the flat. Rory is sent
to the 0hildren-s home in
0astle treet.
1randa recovers in the
hospital and meets his son
and family.
The 1reat 8scape. 9eets his father.
Running away from the
authorities with the help of
caring individuals
Rory runs for help.
+ntervention of the
authorities.
Themes
=ales
&" ,amily relationships and bonds mst be appreciated and maintained"
$" Commnication is an important featre amon' friends and family members"
4" Trst is a vital component in brid'in' 'enerations"
5" Appearances may not be what they seem"
16
,amily and relationships
A ;ourney of love and protection between a grandfather and his grandson.
Social bias
2ow society is quic$ to decide what the aged and ailing as well as the young should be
treated.
Social and civic responsibilities
2ow society tries to intervene and help those who they thin$ are unfairly treated or who they
thin$ deserve a better treatment.
Growin' p @ Adolescence
8xplores $ey issues that young boys of this age may confront as their characters are
shaped by relationships around them.
Arid'in' the 'eneration 'ap
A young boy-s love for his aging grandfather> it shows a young boy realiHing that someone he
loves deeply may die.
A+ .+S.G;T .+T1 T;E +1=E*
Point of =iew
B
,irst Person +arration
Analysin' Characters
/1/3 C has a rich inner life> capable of growing and changing, adapting to every new
situation with hope and optimism. Readers follow his development through a very wide
variety of experiences.
17
The novel is seen through the eyes of Rory.
Readers get access to his young mind @ how he thin$s,
feels and reacts.
This narration technique reveals Rory-s love for his
granda, the concern and anxiety, fears, doubts and
frustrations as he goes on the ;ourney of love and
protection with his grandfather.
Reader can appreciate Rory-s growth and maturation
because the first person narration has made it possible
for an inside view of Rory-s mind.
ConseDences
2e and his grandfather avoid the
authorities and eventually meet up
with his father
Aehavior
Iind, respectful and very aware of
his responsibilities
Actions
2e plans the great escape and is
solely responsible for getting his
grandfather out of the home for old
people. Along the ;ourney, he meets
new people who extend help.
#otives
2onest and sincere> he is very
determined to be with his
grandfather all the time. 2e does
not want his grandfather to be in the
old people-s home and the only way
out is to run away.
G/A+!A C delightfully funny> often repeating phrases and is able to surprise the reader in
some instances ,hitting the bully unconscious in .erth railway station and stealing the car/
,/.E+!S @ a good collection of friends, who, despite being un$nown to 1randa and Rory,
are very helpful to both of them in their initial mission to get away from Rachnadar and
0astle treet and to be able to live together.
18
Aehavior
Forgetful and often helpless, he has a good
sense of humour. Aoves his grandson who
he says ma$es up for his Flost- son.
0harming to ladies, he considers himself
luc$y to have Rory as his grandson ! What
did I do to deserve a boy like you?
#otives
2e has no serious motives except
that he wants to be together with
his grandson at all times.
Actions
2e unwittingly embarrasses
Rory-s school teacher and
becomes a hit among the
children when he accidentally
sets his coat on fire during
.arents- %ay. +n his forgetfulness,
he nearly sets the flat on fire and
because of that is hospitalised.
2e is very co!operative with Rory
during their ;ourney and never
once complains.
ConseDences
0onsequently he is separated from his
grandson but runs away from the home.
2e meets strangers, some of whom he
harbours pre;udices. 2e hits a bully who
threatens Rory and even steals a car in
an attempt to escape. 2e reconciles
with his son and his family in the end.
Actions
They go out of
their way to help
Rory and his
grandson to
escape from the
authorities.
Aehavior
2elpful and very
understanding of Rory-s
case. They all thin$ that
Rory is too young to be
responsible for his
granda.
ConseDences
Their help propels Rory and his grandfather to
find the long missing father # son.
C+ thin$ of them all. 8veryone who helped us
on our ;ourney.D
#otives
incere in their attempts !
they $now that 1randa and
Rory are not Fdangerous-
people and only want to be
together.
19
Symbolism
The <orney @ escape ) of the desired freedom that both need to be together.
The caravan ) safety, privacy and security> both feel very safe in the
caravans until it is time to run again.
#ovies and movie stars ) refer to 1randa-s constant memory of what he li$es
and remembers best @ tending to verge on an element
of fantasy.
Symbolism
The <orney @ escape ) of the desired freedom that both need to be together.
The caravan ) safety, privacy and security> both feel very safe in the
caravans until it is time to run again.
#ovies and movie stars ) refer to 1randa-s constant memory of what he li$es
and remembers best @ tending to verge on an element
of fantasy.
Tone
Bitty , tongue!in!chee$
2umorous
8lement of suspense
Word Choice
Jse of figurative language
Reference to proper nouns in
the entertainment media
0ulturally different language
e.g. bonny, !ee , lassie,
tinkers etc
.ma'ery
?ivid, descriptive
Appeals to personal
experiences
hows feelings and emotions
and use of sensors
+n $eeping with intended
meaning @ e.g. 0astle
treet , when Rory and
1randa were running through
the woods , comparison
with an escape by prisoners
of war/
Grammar
9ainly in the past tense
A recollection of events by
Rory
Rory-s thought patterns are
also in the past.
Settin'
Settin' and the #ood of Characters
The setting of the hospital or Rachnadar and the children-s home at 0astle treet is both
morbid and sombre. <oth reveal a great deal of 9ister 9c+ntosh-s and Rory-s feelings and
fears.
/achnadar Castle Street ;ome
- the local old people-s hospital
- granda always told me that was where
you went when nobody wanted you
Choot me before you put me in there,
son,D he would say.
- the very building, stuc$ on the edge of
town, dar$ and forbidding, fri'htened
him" ,I "lanced into the corridor, !atched
the shu##lin" old people !ith dead eyes
pass up and do!n, "oin" no!here./
- an old ?ictorian villa! converted into a
children-s home ;ust after the war.
- grey, dead stone, crow step gables and
even a turret @ it loo$ed ;ust the $ind of
place wiHards and warloc$s would live
in.
- silhouetted against the night s$y as
patches of cloud scurried across the
moon and an eerie silver light was cast
against the building. Ai$e something out
of a ghost story
- 1randa was morbid of entering the home
@ it terrorised him.
- Bhen he is sent there, he is very
emotional and pleads with Rory C %on-t
let me stay hereD
- 1randa becomes agitated and needs
medication to sleep.
- 2e becomes pessimistic and nostalgic
C.eople then cared about each other.
Aoo$ed out for each other. G.now
nobody cares about anybody but
themselves. +t-s a horrible world, RoryD
- C+f + were younger, +-d run away from
here.D
- 2e might breathe and wal$, but inside,
my granda would be dead.
- Rory-s nightmare.
- Although Rory accepts the fact that he is
sent there because of what had
happened, he is determined to leave the
place as soon as his granda is out of the
hospital.
- 2e sleeps poorly @ out of sheer terror of
Tess and also of worry of his
grandfather.
- 2e also $nows that he has no choice
and comforts his granda that he will be
settled in 0astle treet until the hospital
discharge.
! C9e and my granda were going to run
away.D
- $he %reat &scape.
20
! $he landscape o# the t!o places is not pleasant ' the drabness o# the t!o places
shape and re#lect the #eelin"s o# the characters and "oad them into action ($he %reat
&scape)
Settin' and the Sitation of Characters
The novel starts with 1randa and Rory in the waiting room of a doctor-s clinic and ends with
them at the hospital.
+n the first instance ,0hapter */, Rory and 1randa are waiting to see %r. Nicol and
1randa comments about CGhow nervous + get going in to see this doctor.D <ut here
we realise that 1randa never ever forgets to ta$e the various types of pills because
it is Rory who Cmade sure he too$ them.D
+n the doctor-s room, it is Rory who is questioned about the prescriptions and
whether 1randa ta$es his pills regularly. +t is here that we see the interaction of
characters ! /oryEs responsibility of carin' for his 'randfather is clear to the
reader and GrandaEs appreciation of his yon' 'randson is obvious. The
phrases that prove this are often repeated throughout the text. ,The author-s
underlying message of the strong and loving relationship that the two have is seen
throughout the whole novel/. /oryEs <orney of dty and care be'insF
The story ends with 1randa recovering in the hospital. <ut this time, Rory is not
alone in his responsibility. 2e has with him his dad and the family and when he
realises that 1randa is not going to die, he goes bac$ home to stay with his newly
found family.
+f in the beginning, Rory was scared and family meant ;ust him and 1randa, now in
the end, if 1randa did go eventually, he Cwon-t be alone again.D 2e considers
himself luc$y.
The story begins and ends in quite similar settings but the characters are happier
after going through their ;ourney of trials and tribulations.
Possible sample question based on the notes aboe!
21
(escribe t!o occasions !hen the settin"s reveal somethin" about a character)s mood,
situation or personality.
Settin' and the 2nderlyin' Theme

Plots and Cases
The plot is concerned with causes @ the Fwhy-s- of events> the story itself is simply a
sequence of these events. The plot invites and answers the question as to "h# one
event follows another.
Bhy have these events happenedK Bhy did those things happen in the pastK Bhy are
these things happening nowK Bhat things are going to happen in the future and why will
they happenK
The following series of events show the need for Rory and 1randa to be together"
9y granda had ta$en care of me all my life. Now, when he was getting old and
forgetful and was never quite well, now it was my turn to loo$ after my granda.
2e was a spoiled brat of a boyL...+ was too old to be his dadGwe both spoiled him
rotten. Anything he wanted he got, and when he got it, he threw it asideG..he
did the same thing with your mother.- 2e did it with you too. 2e $ouldn%t &a$e
'esponsibilit#!
22
The two main characters embark
on a /ourney to escape the
possi%ilities of %eing
separated - Granda to be in an
old peoples home and !or "or#
to be !ostered$
Their %o&rne# is !&ll o! s&rprises
and &ne'pected !riends b&t with
their !aces in !&ll national
co(era)e* the escape is di+c&lt$
,t all times* the# m&st attempt
to a(oid the a&thorities b&t in
the end* the# mana)e to track
down the (er# man who had
walked o&t o! them$
FBhen he left Rory, + told him never to come bac$. Told him + washed my hands of
him. Never wanted to hear from him again. 2e was a waste of space. A waste of
spaceL-
F+f + were younger +-d run away from here somewhere where they-d never find me.-
9e and my granda were going to run away.
CRory, +-m your dad.D
C+ was young, Rory, and stupid. Too scared to come bac$ because my dad said he
hated me. %idn-t want to see me again. <ut as soon as + saw the wo of you on
the news. + got in touch with the plice. 2onest. 'ust give me a chance to prove +
can be a good dad again, a good son.
I)d #ind !hat I !as lookin" #or*
Plots based on >orneys
<ased upon a ;ourney that Rory ta$es with his 1randpa. .artly a Crites of passageD
story where the reader witnesses the growth and maturity of the *( year old boy
$ey issues that young children of this age are bound to confront as they respond to
relationships with a variety of people and listen to voices that shape their ideas and
decisions.
The F;ourney- is a series of unplanned coincidences. Bhen Rory plans the 1reat
8scape, %arren offers him the use of his mother-s caravan and from then on , their
meetings with strangers is purely by chance or a twist of luc$.
Themes
The title of the booG
23
Aims #aterials
Steps
Title
"o'ds
Possible meanin(s
Catch
To get hold of and stop someone you have been chasing so that they cannot
escape> to indicate that both Rory and 1randa must have been running away
from something.
2s Jsed for referring to yourself and other people with you , the two of us! Rory
and 1randa/
.f Jsed for emphasising that something is not as possible as one thin$s it to be
3o Jsed for referring to the person or people that you are tal$ing to
Can
2ave the ability or means to do something
The title seems to indicate a dare C to catch /ory and Granda as they escape from
bein' pt into two separate homes"
CATCH US IF YOU CAN PLOT)ACTIVITY *

24
Cause and
(0ect
* To map the sequence of events of the story
( To write these events as a result of cause and
effect
* Bor$sheet *a and *b
Time ( 9% mintes
* +nstruct students to sit in pairs and map the plot of the story.
( As$ students to present their findings.
4 8ncourage students to as$ questions at the end of each presentation.
5 As$ students to write out the cause and effect of the events.
+otes
tudents may create their own graphic organiser that explains
the plot of the story.

CATCH US IF YOU CAN PLOT)+O,-SHEET *a

There are many incidents that ma$e up the plot in a story. Brite down the sequence of these
incidents in the boxes below.

25
Cause and
(0ect
1randa leaves the chip pan on the fire and suffers
from smo$e inhalation.
CATCH US IF YOU CAN CHA,ACTE,S)ACTIVITY .
CATCH US IF YOU CAN PLOT)+O,-SHEET *b

Brite down the cause and effects of the incidents that you have listed in wor$sheet *a.
26
Cause and
(0ect
Cause Effect
1randa leaves the chip pan on
the fire
2e suffers from smo$e inhalation and
has to be hospitalised
Aims #aterials
Steps
CATCH US IF YOU CAN PLOT)ACTIVITY .

27
!o# *ell Do 1ou
2no# Me3
* To analyse how a character is portrayed as a
character.
* Bor$sheet (
Time ( 5% mintes
* %istribute wor$sheet ( to each student, and instruct them to wor$ in pairs.
( As$ students to wor$ through wor$sheet ( to locate appropriate material from
0hapters * @ 6 and find evidence to support the assertions.
4 As$ students to sit in group of four and to discuss their findings.
5 8ncourage students to share their ideas on their discussion of 1randa.
+otes
CATCH US IF YOU CAN CHA,ACTE,S)+O,-SHEET .

.oints 8vidence
2e ma$es
amusing
mista$es.
2e can be
very
charming.
28
!o# *ell Do 1ou
2no# Me3
-t&dents can be asked to write down words &sed to describe Granda and
e'plain how these words e'plain his attit&des and beha(io&r$
Tas$ A
Bor$ with a partner, thin$ about what sort of
person 1randa is and what has happened to
him up to chapter 6. <elow are ten points you
could ma$e about him. Bhat evidence can you
find in the story to support these pointsK 1ive
page references for your evidence.
- Notes -
2e can be
very rude.
2e cannot be
trusted.
2e is popular
with Rory-s
friends.
2e sometimes
behaves li$e a
child.
2e is a danger to
himself and
others.
2e dreads
being put in a
home.
2e hates his
own son
passionately.
2e loves Rory
deeply.
TASK A
These two ppils have read the booG" This is what they tho'ht of
Granda(
+ thin$ he-s a proud man who
now needs some helpK 2e
should stay with Rory because
they really love each other.
29
+ thin$ he-s selfish. 2e-s ;ust
stealing Rory-s childhood. 2e
should show his love for Rory by
letting him live his own life
Bhat do you thin$ of 1randaK hare your opinions with
another pair and see if you all agree.
Aims #aterials
Steps
CATCH US IF YOU CAN CHA,ACTE,S)ACTIVITY /

30
My friend4
Tess
*
(
To explore and empathiHe with a character.
To analyse what other characters thin$ of her.
* Bor$sheet 4a
( Bor$sheet 4b
Time ( 9% mintes
* +nstruct students to discuss in pairs and complete table in wor$sheet 4a on the
character, Tess.
( As$ students to write about M) to *)) words on Tess, including their thoughts on
what Rory and Tony say ,refer to sample format of essay/. ,Bor$sheet 4b/
+otes
CATCH US IF YOU CAN +O,-SHEET /a

2se the table below to thinG of the character? Tess" WorGin' with a partner? fill in the
colmn on the ri'ht with points of explanation to match the contextal evidence on
the left"
Te5tual (vidence Tess$s attitude and %ehaviour
*. There was a sudden wild commotion
from another room. A voice started
shouting and swearing abuse. 8veryone
around the table stiffened.
(. Che shouldn-t be hereLD 'ac$ie said
angrily. GDhe-s mad. Totally off the wall.
Nou never $now what she is going to do
next.D
31
-t&dents sho&ld tr# to write the short essa# on Tess in three para)raphs
. the /rst dealin) with Tesss general behaviour * the second on how
others feel and react to her and the third* a concl&sion o! what the#
think o! her$
My friend4
Tess
4. Tess turned her piggy eyes on me.
CBhat-s thatKD 2er voice was loud,
almost a scream, as if she thought no
one would hear her, or listen, unless she
yelled.
5. C2e-s sitting in my seatLD Tess made a
dive towards me and + ;umped out of the
seat automatically.
&. CBhat is she so angry aboutKD + as$ed
'ac$ie. 'ac$ie tutted. Che-s the type
that-ll always find something to be angry
about.D
6. Bhen Tony came bac$ into the $itchen
he tried to reassure me. Che-s not going
to be here for long. They-re arranging
another place for her.D
CATCH US IF YOU CAN +O,-SHEET /b

Sample ,ormat of Essay on the character stdy of Tess"
General
Behaviour
of Tess
How others
feel and
react to
her
32
My friend4
Tess
Aims #aterials
Steps
What
others
think of
her
CATCH US IF YOU CAN CHA,ACTE,S)ACTIVITY 0

33
I pac&ed a
suitcase for
* To analyse the different $inds of F;ourneys- a
character ta$es over the course of a novel.
* Bor$sheet 5
Time ( 5% mintes
* +nstruct students to wor$ in pairs and discuss the different $inds of ;ourneys a
character for example, Rory might ta$e both literally and figuratively.
( As$ students to thin$ of the ;ourney as a physical, emotional, and spiritual ;ourney.
4 %istribute wor$sheet 5. +n the tag beside each suitcase, as$ students to write the
type of ;ourney Rory underta$es. <eneath the space have students list the essential
items, friends and other things that helped Rory on the ;ourney.
+otes
CATCH US IF YOU CAN CHA,ACTE,S)+O,-SHEET 0

+n each suitcase tag, elaborate the types of ;ourneys Rory too$ as indicated in the graphics.
Then list some things that helped the character on the ;ourney.
34
The worksheet can be adapted !or other characters in the no(el$
I pac&ed a
suitcase for
+hysical /ourney
+hysical /ourney
()otional /ourney
()otional /ourney
Aims #aterials
Steps
CATCH US IF YOU CAN SETTIN1)ACTIVITY
2

35
'piritual /ourney
A /ourney to
re)e)%er
* To chart the ;ourney of the characters as they
travel from cotland to 8ngland.
* Bor$sheet &
Time ( 5% mintes
* 1ive each student wor$sheet & each.
( 1et students to sit in groups of 4 to & and chart the ;ourney in the spaces provided.
4 %iscuss the answers with the students.
+otes
CATCH US IF YOU CAN SETTIN1)+O,-SHEET
2

Write down all the si'nificant places /ory an' Granda 'o to when they escape from
/achnadar and move on to *iverpool? En'land"
36
,s an enrichment acti(it#* st&dents decide 3 places which the# think are
important in the stor#$ ,sk st&dents to /nd te't&al e(idence !rom the
no(el that describes these places$ 0licit what these descriptions tell
them o! the di1erent settin)s described b# the st&dents$
A /ourney to
re)e)%er
Scotland
Aims #aterials
Steps
CATCH US IF YOU CAN SETTIN1)ACTIVITY 3

37
England
Caravans
* To compare the two settings.
( To differentiate the social bac$grounds of these
settings.
* Bor$sheet 6
Time ( 5% mintes
* .rovide each student with wor$sheet 6.
( +nstruct students to read both excerpts and discuss the differences in pairs.
4 As$ students to write their answers on the wor$sheet.
+otes
CATCH US IF YOU CAN SETTIN1)+O,-SHEET 3

38
-t&dents can be asked to write down words &sed to describe the
cara(ans and e'plain how these words made the cara(ans di1erent$ The
st&dents can also be asked to write a description o! their classroom$
Caravans
Caravan 6
The cara(an was
l&'&r#$ 2nl# the best
!or 3arrens m&m$
There were two
bedrooms and a /tted
kitchen$ There was a
bathroom with a
shower$ 4 opened the
c&pboards$ 5&st as
3arren had told me*
the# were crammed
!&ll o! tins and packets$
There was tea and
co1ee and s&)ar and
cereal and dried milk$
Caravan 7
This (an is so &nlike
3arrens m&ms$
6ri)htl# co(ered
shawls were thrown
o(er the seat and the
lamps threw o&t a so!t
and warm* oran)e
)low$ ,nd the smell7 it
was o! spices and
cinnamon and )arlic$ 4t
was as i! we had been
catap&lted into another
word$
Co)pare the t#o caravans *rite your ans#ers on
a separate piece of paper
18 9ow is :ara(an 1 di1erent !rom :ara(an 2;
28 <h# do #o& think there is this =di1erence;
Aims #aterials
Steps
CATCH US IF YOU CAN THE4ES)ACTIVITY
5

39
Feelings
Time ( 5% mintes
* To understand and analyse a theme in the
novel.
* Bor$sheet 7
* +nstruct students to read and discuss the excerpt given in pairs.
( As$ students to complete wor$sheet 7.
+otes
CATCH US IF YOU CAN THE4ES)+O,-SHEET
5

/ead the followin' excerpt and answer the Destions below" !ecide the theme which
comes across thro'h this excerpt"
40
Tin&ers >noun) - tra(ellers >in !ormer times* somebod# who tra(elled
!rom place
to place to mend metal ho&sehold items s&ch as pots
and pans8$
Feelings
F1randpaL That was really rude.-
FTin$ersL- 9y grandpa spat the word out in disgust.
F%on-t trust Fem. %on-t li$e them.-
F+ don-t thin$ you-re supposed to call them tin$ers
any more 1randa. +t-s not politically correct.
They-re travellers.-
1randa tutted. FTin$ersL They would be after my
fish.-
FTravellers,- + insisted. FAnd they wouldn-t be
interested in your old fish.-
1randa lifted his fish and started wal$ing bac$ to
the caravan. FTin$ersL- he $ept muttering.
+ was grinning as + followed behind him.
FTravellersL- + $ept saying, $nowing that it was
annoying him no end.
F1randpaL That was really rude.-
FTin$ersL- 9y grandpa spat the word out in disgust.
F%on-t trust Fem. %on-t li$e them.-
F+ don-t thin$ you-re supposed to call them tin$ers
any more 1randa. +t-s not politically correct.
They-re travellers.-
1randa tutted. FTin$ersL They would be after my
fish.-
FTravellers,- + insisted. FAnd they wouldn-t be
interested in your old fish.-
1randa lifted his fish and started wal$ing bac$ to
the caravan. FTin$ersL- he $ept muttering.
+ was grinning as + followed behind him.
FTravellersL- + $ept saying, $nowing that it was
annoying him no end.
*. Bhy do you thin$ 1randa said , F%on-t trust Fem. %on-t li$e them.-
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
(. Bhat could have been the possible reasons for his disli$eK
4. %o you thin$ 1randa was fair to the travellersK
5 ,a/ 0ircle one of the following words that best describe the theme in the excerpt.
AN,(R 8(A"O9'1
+R(89DIC( F(AR
,b/ %iscuss reason for your choice of answer in 5,a/.
41
Aims #aterials
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
6

42
Relationship
s
Time ( 5% mintes
* To understand and analyse a theme of in the
novel.
* Bor$sheet M
Steps
+otes
6

Exercise A
/ead the excerpt and answer the followin' Destions
43
* As$ students to read and answer the questions in wor$sheet M.
Relationship
s
?lease God let him wake &p soon 4 didnt pra# (er# o!ten$ 6&t 4 did no#$ 4
closed m# e#es and sent &p a special pra#er$
=@isten* 6i) man* m# names "or#$ 4 know 4 dont talk to Ao& m&ch* b&t
Ao&re b&s# with wars and !amine and thin)s$ ,nd me and m# )randa are
&s&all# doin) 2B$ -o hope Ao& are )oin) to listen to me now$ 4 dont )i(e
Ao& an# tro&ble$ -o a bit o! help here wo&ld be m&ch appreciated$ 4 want
him to wake &p$ 4 promise 4ll ne(er sho&t at him a)ain* e(en when he
sl&rps his tea$ 4ll e(en listen to his endless stories abo&t his bowel
mo(ements$ 4ll ne(er moan or complain abo&t him a)ain77$4 promise7$$i!
#o& %&st let him wake &p$
?lease God let him wake &p soon 4 didnt pra# (er# o!ten$ 6&t 4 did no#$ 4
closed m# e#es and sent &p a special pra#er$
=@isten* 6i) man* m# names "or#$ 4 know 4 dont talk to Ao& m&ch* b&t
Ao&re b&s# with wars and !amine and thin)s$ ,nd me and m# )randa are
&s&all# doin) 2B$ -o hope Ao& are )oin) to listen to me now$ 4 dont )i(e
Ao& an# tro&ble$ -o a bit o! help here wo&ld be m&ch appreciated$ 4 want
him to wake &p$ 4 promise 4ll ne(er sho&t at him a)ain* e(en when he
sl&rps his tea$ 4ll e(en listen to his endless stories abo&t his bowel
mo(ements$ 4ll ne(er moan or complain abo&t him a)ain77$4 promise7$$i!
#o& %&st let him wake &p$
*. 2ow do the three words Fsoon-, Fnow- and Fspecial- add to the impact of the prayerK
A. The words highlight the urgency of the prayer.
<. +t shows that Rory is desperate to get his grandfather out of the hospital.
0. +t shows that he loves his grandfather dearly.
(. Rory repeats the phrase CG want him to wa$e up.D Bhat does this reveal of Rory-s
relationship with his grandfatherK
A. 2e is desperate for his grandfather to get better.
<. 2e loves his grandfather so much that he is ready with his promises.
0. The 1randa seems to be the most important person in Rory-s life.
Exercise A
/ead the excerpts and answer the Destions
*. T
44
C# )randa shook his head$ 4m a l&ck# man* "or#$ , l&ck#* l&ck# man$ 9e
took a step closer to me and to&ched m# cheek$ =<hat did 4 do to deser(e a
bo# like #o&; Ao&re the most special bo# that e(er li(ed$ 9e looked aro&nd
the cara(an$ :1ou$ve done all this for )e3$
4 knew 4 was read# to cr# m#sel!$ 4 wanted to tell him that I had done this
for %oth of us* so we co&ld be to)ether* the wa# we were meant to be$ 4
co&ldnt bear the tho&)ht o! m# )randa in "achnadar* as m&ch as 4 co&ldnt
bear to be in :astle -treet$ 4 wanted to tell him that 4 wo&ld do an#thin) so
we co&ld be to)ether$ ,n#thin)$
=Do* Granda* #e$re a tea)$ 4 sE&eeFed his hand$ <e wo&ld either )o back
to)ether or escape to)ether$
To)ether$
There was no other wa#$
Aims #aterials
*. Bhich of the following phrases express the main idea in the above passagesK
A. CG.+ had done this for the both of us...D
<. CGNou-ve done all this for meKD
0. CG.we-re a team.D
%. CG.There was no other way.D
( ,a/ %o you thin$ Rory is mature for his ageK

,b/ Brite down additional phrases from the novel to support your answer above.
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
7

45
The .ig
Ideas
Time ( 5% mintes
* To identify themes based on excerpt given * Bor$sheet :
Steps
+otes
7

/ead the excerpts and write down the themes"
EHCE/PT T;E#ES
1randa says" CTin$ersLD 9y granda spat the word in
disgust. C%on-t trust Fem. %on-t li$e Fem.D
46
* %istribute wor$sheet :.
( +nstruct students to wor$ in pairs and discuss the themes based on the excerpts.
4
5
Then they list down the themes and find evidence to support their findings.
1et students to stic$ the wor$sheets on the wall and move around to compare the
answers.
The theme is the main idea, or message, of an essay, paragraph, or a boo$. The
message may be about life, society, or human nature. Themes often explore
timeless and universal ideas and may be implied rather than stated explicitly.
The .ig
Ideas
Aims #aterials
o he had promised and + believed him. +t was
settled between us, in whispered conversations in
the playground, and %arren snea$ed me the spare
$ey of the caravan. All the time it seemed to me
that 9rs Foley had been watching us suspiciously.
F1randa, + thought you were going to die.- .utting it
in words brought the tears to my eyes, and + was
glad no one could see me as my 1randa hugged
me close to him.
The doctor didn-t give me a chance to answer. Rory
can-t do everything. 2e does the shopping and the
coo$ing. 2e cleans the house. 2e-s only a boy,
and 9r. 9c+ntosh he needs help.
Write down other themes and find words or evidence from the text to spport the
themes"
Themes Evidence from the excerpts
*
(
4
5
CATCH US IF YOU CAN VALUES)ACTIVITY *8

47
;alues in
life
Time ( 5% mintes
Steps
+otes
CATCH US IF YOU CAN VALUES)ACTIVITY *8

S''est for vales that yo may derive from the text" Write these vales in the
colmn on the left and spport them with textal evidence from the story" Write yor
answers in the space provided below"
48
* To state and provide evidence of two values
found in the story
* Bor$sheet *)
* %istribute wor$sheet *) to every student. As$ students to write four values found
in the story ,with textual evidence/.
( elect students randomly to present their findings.
The teacher ma# )i(e an e'ample o! an intended answer to )&ide
st&dents o! lower 0n)lish pro/cienc#$
;alues in
life
Aims #aterials
=ales Textal evidence
*
(
4
5
CATCH US IF YOU CAN EN,ICH4ENT)ACTIVITY **

49
The *riter$s
Tools
Time ( 5% mintes
Steps
+otes
4 can$t remember !allin) asleep b&t 4 did$ 4 don$t e(en know how lon) 4 slept$ 4
%&mped awake into a silent ni)ht$ Not a %ird Not a rustle of trees or
%ushes$ There #asn$t a %reath o! wind$
Granda #asn$t e(en snoring an# more$ 4 stood &p and stretched$ Time to
wake him* 4 tho&)ht$ <e wo&ld ha(e some cheese and bread77b&t o! co&rse*
he couldn$t eat that* not #ithout his teeth< !o# could I have forgotten
the)3 Gor a moment the problems stretched ahead o! me li&e an o%stacle
course$ 6&t 4 shr&))ed them awa#$ <e were still here* we hadnt been ca&)ht$
There was still hope$
4 laid a hand on Grandas sho&lder to wake him* and a cold shi(er ran thro&)h
me* as i! so)eone had /ust #al&ed over )y grave$ 9is colo&r was all
wron)$ 4n !act* he didnt ha(e an# colo&r at all$ !is s&in #as li&e the #a5
fruit you see in %o#ls in furniture shops$ 9is mo&th was han)in) open$
9e #asn$t snoring
9e #asn$t %reathing$
CATCH US IF YOU CAN EN,ICH4ENT)+O,-SHEET **

Writers maGe carefl choices abot words and sentences" /ead the passa'e below
and maGe notes on why yo thinG Catherine #acPhail chose the words and sentences
hi'hli'hted in bold"
50
* To understand and analyse the writer-s use of
language.
* Bor$sheet **
* %istribute the wor$sheets.
( As$ students to read the excerpt and go through instructions on wor$sheet **.
4 2ave students answer the questions on the wor$sheet **.
-t&dents are enco&ra)ed to &se a dictionar# to /nd the meanin) o!
words the# do not &nderstand$
The *riter$s
Tools
Aims #aterials
;ow wold yo describe this passa'e? 3o can choose from the words below or
thinG of some of yor own"
%ramatic ad
Fast Jnpredictable
hoc$ing %istressed
Explain how the writer has made this passa'e hi'hly dramatic"
CATCH US IF YOU CAN LITE,A,Y 9EVICES)ACTIVITY *.

51
')iles
Time ( 5% mintes
Steps
+otes
CATCH US IF YOU CAN LITE,A,Y 9EVICES)+O,-SHEET *.

Sometimes a characterEs facial expression is <st as important as what they say" The
first section of Cat$h Us I& You Can is fll of people smilin'"
,ill in the table below? explainin' why yo thinG these people are smilin'"
52
* To understand and analyse the writer-s use of
language.
* Bor$sheet *(
* %istribute wor$sheet *(.
( As$ students to ma$e notes wor$sheet *( and collect evidence of characters-
thoughts as they are implied by smiles and loo$s.
4 8ncourage students to speculate correctly what these gestures really mean.
Aanguage is used by an author to reveal the theme and purpose of the novel.
')iles
Aims #aterials
The smiler The reason for the smile
The Flady-, who loo$ed about sixteen, smiled
and than$ed him and too$ a seat.,.age (/
OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO
2e bent right down to the smiling baby and
started tal$ing ,.age (/
%r Nicol was smiling. ,.age 4/
9rs Foley beamed. ,.age *7/
<ut my granda was smiling and nodding his
head as if he-d ;ust given her a lovely
compliment. ,.age *7/
%arren-s smile wavered. ,.age ()/
9y granda loo$ed pleased when + said that and
he stood up and grinned toothlessly ,.age (4/
A male nurse was at the door... 2e was smiling,
but that didn-t ma$e me feel any better. ,.age
(6/
?al 'essup came in later. he had a big smile
on her face ,.age (M/
CATCH US IF YOU CAN :EYON9 THE TE;T)ACTIVITY */

53
My #ay=
Time ( 5% mintes
Steps
+otes
CATCH US IF YOU CAN :EYON9 THE TE;T)+O,-SHEET */

2ighlight lines in the following song which may have close reference to 1randa-s life.
#y Way
54
* To relate a character-s personality and
adventures in his life.
* Bor$sheet *4
( Recorded song F9y way-
* %istribute lyrics ,wor$sheet *4/ to students.
( .lay the song for students to listen or sing along.
4 As$ students to wor$ in pair and read the lyrics to select incidents or moments from
the story about 1randa-s life which are related to the song.
-t&dents are enco&ra)ed to download the l#rics o! the son) entitled HC#
<a#I$
My #ay=
Aims #aterials
And now, the end is near
And so + face the final curtain.
9y friend, +3ll say it clear
+3ll state my case of which +3m certain.
+3ve lived a life that3s full
+ travelled each and every highway
And more, much more than this,
+ did it my way.
Regrets, +3ve had a few
<ut then again too few to mention.
+ did what + had to do
And saw it through, without exemption.
+ planned each charted course
8ach careful step, along the byway
+ did it my way.
Nes there were times, +3m sure you $new,
Bhen + bit off more than + could chew
<ut through it all, when there was doubt
+ ate it up, and spit it out,
+ faced it all, And + stood tall,
And did it my way.
+3ve loved, +3ve laughed and cried
+3ve had my fill, my share of losing.
And now, as tears subside,
+ find it all so amusing.
To thin$, + did all that,
And may + say, =not in a shy way=,
Eh no, oh no not me,
+ did it my way.
For what is a man, what has he got,
+f not himself, then he has not,
To say the things, he truly feels,
And not the words of one who $neels.
The record shows, + too$ the blows,
And did it my way.

.erformed by" Fran$ inatra
CATCH US IF YOU CAN :EYON9 THE TE;T)ACTIVITY *0

55
Reach out
Time ( 5% mintes
* To role play a character in the novel
* Bor$sheet *5
Steps
+otes
T,-B
4n the !irst hal! o! :atch Js 4! Ao& :an man# people
tr# to help Granda and "or#$ 4ma)ine that !o&r o!
these people ha(e a meetin) to disc&ss what is
best !or both Granda and "or#$ <ork in a )ro&p o!
!o&r* each takin) the role o! one o! the people at
the meetin)$ 3ecide what #o&r character thinks
wo&ld be the best thin) to do$ The E&estions
below will help #o&$
CATCH US IF YOU CAN :EYON9 THE TE;T)+O,-SHEET *0

56
* 1et students to role play the various characters who proved helpful to 1randa.
Role play @ %rama!li$e classroom activity in which students ta$e the roles of different
participants in a situation and act out what might typically happen in that situation. For
example, to practise how to express complaints and apologies in a foreign language,
students might have to role!play a situation in which a customer in a shop returns a faulty
article to a salesperson.
((ictionary o# +an"ua"e $eachin" , -pplied +in"uistics, p" ./0, 1ack 2. 3ichard, +on"man
4ublication).
Reach out

Iestion to asG !r +icol
P Bhat do you thin$ of 1randa and RoryK
P Bhy do they ma$e you laughK
P Bhat is 1randa suffering fromK
P Bhere will he get the best careK
P %o you thin$ it right that Rory has to loo$ after 1randaK
P Bhy did you contact ?al 'essupK
P Bhat do you thin$ should happen to 1randa nowK
P Bhat do you thin$ should happen to RoryK
Iestion to asG #rs ,oley
P Bhat do you thin$ of RoryK
P %o you thin$ it right that he has to loo$ after his 1randaK
P 2ow has this affected his wor$ in schoolK
P 2ow has it affected his leisure timeK
P Bhat did you thin$ of 1randa-s behaviour at .arents- 8veningK
P Bhat do you thin$ should happen to 1randa nowK
P Bhat do you thin$ should happen to RoryK
P Bould you really want to be his foster motherK
Iestion to asG =al >essp
P Bhat was your reaction when %r Nichol first phoned youK
P Bhat was your reaction when you were told 1randa had set fire
to the flatK
P Bhy do you thing Rory hates 0astle treet so muchK
P %o you thin$ he should stay thereK
P 0an you thin$ of a better solution to his problemsK
P %o you thin$ you should have tried to get 1randa a home helpK
soonerK
P %o you thin$ 1randa should stay in RachnadarK
P %o you thin$ Rory and 1randa should be able to live togetherK
Iestion to asG Tony
P Bhat was your first impression of Rory when he arrivedK
P 2ow did you try to get to $now himK
P Bhat special problems do you have at 0astle treetK
P Bhat are your impressions of him nowK
P Bhy do you thin$ he hates 0astle treet so muchK
57
> Notes
-t&dents responses ma# be their own or !rom their &nderstandin) o!
iss&es in the no(el$
Aims #aterials
P %o you thin$ he should stay thereK
P 0an you thin$ of a better solution to his problemsK
P %o you thin$ Rory and 1randa should be able to live togetherK
CATCH US IF YOU CAN ASSESS4ENT)ACTIVITY *2

58
*hat a
#onderful
Time ( 5% mintes
* To test students- understanding of the text.
* Bor$sheet *&
Steps
+otes
CATCH US IF YOU CAN ASSESS4ENT)+O,-SHEET *2

TASK &
The following quotations are some of the many in the novel that help in the understanding of
the characters in the novel. Find other such lines and complete the table below. Nou are
advised to wor$ in small group of three to four students.
59
* 1et students to refer closely to their texts and complete the grid ,wor$sheet *&/
below in group of four.
( As$ students to discuss answers in class.
, !&ll &nderstandin) o! a te't is o!ten impossible witho&t re!erence to the
conte't in which it occ&rs$ -t&dents are enco&ra)ed to /nd meanin)
within speci/c areas o! the te't that wo&ld lend to a better
&nderstandin) o! the no(el$
*hat a
#onderful
.n Chapter &$? Granda says( J+owF +obody cares abot anybody bt
themselves" .tEs a horrible world? /ory"
.n Chapter $9? he says ( JPeople are Gind? /ory" . tho'ht the whole world was
'oin' to the do's? and then yo meet Gindness liGe this" .tEs a wonderfl world?
/ory"E
Character *hat they do to
help
*hy they help
3arren
-amm#
,nnie and "ab
Dorma and Dicola
3r Dicol
Kal 5ess&p
TASK $
60
In your opinion4 ho# is fa)ily responsi%ility
portrayed in
the novel Catch Us If You Can3
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
Aims #aterials
CATCH US IF YOU CAN ASSESS4ENT)ACTIVITY *3

61
Chapter %y
Chapter
Time ( 5% mintes
Steps
+otes
CATCH US IF YOU CAN ASSESS4ENT)+O,-SHEET *3

62
* To test the understanding of the text according
to the different chapters.
* Bor$sheet *6
*
(
4
8xplain to the students to understand what a question is as$ing them.
1ive them a set of comprehension questions.
As$ students to answer the questions. They can wor$ individually, in pairs or in
groups.
5 1et students to discuss answers in class.
M&estionin) techniE&es . teachers ma# &se di1erent methods in askin)
E&estion* since E&estionin) is one o! most !reE&entl# &sed teachin)
techniE&es* it is recommended that the !ollowin) E&estions be &sed to
illicit !&rther &nderstandin) o! the no(el$

Chapter %y
Chapter
Anwer the following questions with
close reference to the novel.
1$ <here do we /rst meet "or# and Granda;
2$ <ho is 3octor Dicol;
3$ <h# did "or# ask Granda to Hsit down* Granda and beha(e #o&rsel!$I
>pa)e 18
4$ <h# did "or# throw the (ase o! water on Granda;
5$ <hat do #o& think home help is;
1$ <hat happened to "or#s homework %otter;
2$ <ho is Hhol# Gole#I;
3$ <h# did "or#s classmates lo(e Granda;
4$ <hat did "or# tell his teacher abo&t his homework;
5$ <h# did "or# sneak to the bakers e(er# a!ternoon;
1$ <h# did 3arren sa# "or# was t&rnin) into Ha lassieI;
2$ <h# doesnt "or# pla# !ootball an#more;
3$ <hat is H"achnadarI;
4$ <hat happened to "or#s !ather;
1$ <hat did Granda do in the toilet;
2$ <hat happened to Crs Gole#s coat;
3$ <h# is 3arrens mom worried abo&t "or#;
4$ <ho is Kal 5ess&p;
5$ <ho tells "or# abo&t the incident at his Nat;
63
Chapter 1
Chapter 2
Chapter 3
Chapter 4 and 5
1$ <hat had ca&sed the /re;
2$ <ho is H6i) CanI and what does "or# ask !rom him;
3$ <hat is H:astle -treetI;
4$ <hat was "or#s /rst impression o! :astle -treet;
5$ <hat ca&sed the s&dden Hwild commotionI;
6$ <h# co&ldnt "or# sleep that ni)ht;
1$ <h# did "or# re!er to Tess as the monster;
2$ <h# do #o& think Tess )ets special treatment;
3$ 9ow did Granda react when he !o&nd o&t "or# had spent the ni)ht at
:astle -treet;
4$ <h# did "or# want to paint the Nat;
5$ <ho did Granda sa# (isited him at the hospital;
1$ ,ccordin) to 3arren* wh# does Crs Gole# seem e'tra concerned abo&t
"or#;
2$ <here had the# mo(ed Granda;
3$ <h# was Granda cr#in);
4$ <h# did "or# pick a /)ht with Tess;
5$ <hat did "or# decide to do;
64
Chapter 6 and 7
Chapter 8 and 9
Chapter 10 11 and 12
1$ 9ow did 3arren help with HThe Great 0scapeI;
2$ <hat was "or#s plan;
3$ <here was their /rst hide o&t;
4$ <h# was the cara(an so well-stocked;
5$ 9ow co&ld 3arren warn "or#;
1$ <hat did the# ha(e !or break!ast the /rst mornin) in the cara(an;
2$ <h# did Granda whoop like a cowbo#;
3$ 9ow did Granda react to the tra(ellers;
4$ <hat two talents did "or# learn abo&t his )rand!ather;
5$ <ho did "or# hear Granda talkin) to at ni)ht;
1$ <h# did "or# throw his phone awa#;
2$ <h# did the police block the entrance to the park;
3$ <hat did Granda ask "or# to do; >p) 818
4$ <ho helped them escape !rom the police;
5$ 9ow did the# reco)nise Granda and "or#;
6$ <hat did T#rone and "or# ha(e in common;
65
Chapter 13 and 14
Chapter 15 and 16
Chapter 17 and 18
1$ <hat is "&b#s nickname !or Granda;
2$ <here were T#rone and his !amil# takin) them;
3$ <hat did Kal 5ess&p sa# on TK;
4$ <h# did "or# ha(e do&bts a!ter seein) 3arrens mother on TK;
5$ <hat happened to T#rones sister;
6$ <h# was "or# embarrassed b# all the times he had slammed the door
on tra(ellers when the# had come sellin) their wares;
1$ <ho did Granda dance with;
2$ <hat did "&b# tell "or# abo&t his !&t&re;
3$ <h# did the# ha(e to lea(e T#rone and his !amil#;
4$ <here were Granda and "or# )oin);
5$ 9ow did Granda !eel abo&t lea(in) the tra(ellers; <h# do #o& sa# so;
1$ <h# didnt the# sit to)ether on the train to Glas)ow;
2$ <h# did the# )et o1 the train at ?erth;
3$ <h# did the bo# )rab "or#;
4$ <hat did Granda do to him;
5$ 9ow did Granda react to "or#s desperation at what to do ne't;
6$ 9ow does Granda know how to hot-wire a car;
7$ <h# does Granda pick the old :orsa;
8$ <h# did Grandas dri(in) terri!# "or#;
66
Chapter 19 and 20
Chapter 21 and 22
Chapter 23 and 24
1$ <hat is the si)ni/cance o! the son) HC# <a#I;
2$ <hom did the# meet at the petrol station;
3$ <h# was "ab willin) to help them;
4$ <h# was Granda taken &p b# "ab;
5$ <h# are people helpin) them;
6$ <hat was "or#s bi) disco(er# as he listened to the TK reporter;
1$ <hat was the societ#s response to the two o! them r&nnin) awa#;
2$ <hat was "abs ad(ice to "or#;
3$ <hat did "abs plan in(ol(e;
1$ H@i!e is not like a mo(ie$I <hat do #o& think "or# means b# this;
2$ <h# does "or# keep @i(erpool a secret !rom Granda;
3$ 9ow does Granda /nall# know that the# were )oin) to @i(erpool;
67
Chapter 25 and 26
Chapter 27 and 28
Chapter 29
1$ <h# did Granda not want to meet "or#s !ather a)ain;
2$ <h# do "or# and Granda lea(e Dicolas ho&se in a h&rr#;
3$ <h# did Granda re!&se to lea(e the cold b&s shelter;
4$ <hat were "&b#s words that kept pla#in) on "or#s mind;
5$ H$$$a terrible sadness$I <hat is this sadness abo&t;
6$ <hat is the o&tcome o! the abo(e;
7$ Id fnd what I was looking for. <hat was it that "or# was lookin) !or;
'uggested
Ans#ers
CATCH US IF YOU CAN
NOVEL
ACT.=.T3 &a
1randa leaves the chip pan on fire ! suffers from smo$e inhalation and hospitalised
As he is alone, Rory has to stay at the children3s home at 0astle treet.
9edical assessment of 1randa finds him F;ust not fit enough- @ a decision to send him to
Rachnadar because it is realised that Rory cannot be responsible for his grandfather
anymore.
T;E G/EAT ESCAPE
68
Chapter 30 31 32 and 33
Rory plans to ta$e his grandfather away from the nursing home.
Ethers worry about Rory being so young and being burdened with the responsibility of
ta$ing care of 1randa.
trangers come forward to help.
Rory wishes to go to Aiverpool to hand over the responsibility of his 1randa to his own dad.
The family is reunited.
1randa is happy with his granddaughters and Rory is than$ful that he has a family.
ACT.=.T3 &b ( Case and Effect
Cause Effect
Granda leaves the chip pan on fire - suffers from
smoke inhalation is weak and on oxygen. If
Granda had not attempted to fry chips for
lunch?
As he is alone, Rory has to stay at the children's
home at astle !treet. Rory is unhappy" terrorised
#y $ess and is worried a#out his Granda.
As he is alone, Rory has to stay at the children's
home at astle !treet. Rory is unhappy"
terrorised #y $ess and is worried a#out his
Granda.
%edical assessment of Granda finds him &'ust not
fit enough( a decision to send him to Rachnadar
#ecause it is realised that Rory cannot be
responsible for his grandfather anymore.
%edical assessment of Granda finds him &'ust
not fit enough( a decision to send him to
Rachnadar #ecause it is realised that Rory
cannot be responsible for his grandfather
anymore.
THE GREAT ESCAPE
Rory plans to take his grandfather away from the
nursing home. Takes on the responsibility of
planning the getaway.
THE GREAT ESCAPE
Rory plans to take his grandfather away from
the nursing home. Takes on the responsibility of
planning the getaway.
Where am I going son?I looked up at him
and a wa!e of lo!e swept o!er me. "y granda
looked like a little boy# as if he were my baby
brother# relying on me to make things better# $ust
as I%d always relied on my granda.
Where am I going son?I looked up at him
and a wa!e of lo!e swept o!er me. "y granda
looked like a little boy# as if he were my baby
brother# relying on me to make things better# $ust
as I%d always relied on my granda.
) wanted to tell him that ) had done this for #oth
of us, so we could #e together, the way we were
meant to #e. ) wanted to tell him that ) would
anything so we could #e together.
) wanted to tell him that ) had done this for #oth
of us, so we could #e together, the way we were
meant to #e. ) wanted to tell him that ) would
anything so we could #e together.
*ut others worry a#out Rory #eing so young and
#eing #urdened with the responsi#ility of taking
care of Granda.
69
*ut others worry a#out Rory #eing so young
and #eing #urdened with the responsi#ility of
taking care of Granda.
!trangers come forward to help. $he two
runaways are on national news and many people
want them to #e together. Rory wishes to go to
+iverpool to hand over the responsi#ility of his
Granda to his own dad.
$he family is reunited.
Granda is happy with his granddaughters and Rory is thankful that he has a family.
ACT.=.T3 $ ( ;ow well do yo Gnow me?
TASK A
Points Evidence
2e ma$es amusing
mista$es.
.utting Rory-s homewor$ down the
rubbish chute and the rubbish in Rory-s school bag.
2e can be charming. F+n you come darling. Rory, get the lady-s bag.
2e can be very rude. 0hapter *6 @ CTin$ersLD C%on-t trust Fem. %on-t li$e FemD
2e cannot be trusted. 1randa had set himself on fire at the doctor-s office @ he never puts off
his pipe properly> leaving it to smoulder until it bursts into flames.
2e is popular with
Rory-s friends.
9y classmates loved my granda @ they thought his exploits were
hilarious. They were always eager for more stories about him
2e sometimes behaves
li$e a child.
FNow sit down, 1randa, and behave yourself.-
ometimes living with my granda was li$e having a baby in the house
2e is a danger to
himself and others.
Aeft electric ring switched on and burned a pot.
1randa-s coat is accidentally set on fire when he is in school for
.arent-s %ay.
2e dreads being put in
a home.
9y granda will never go into a home. +t will $ill him.
2e hates his own son
passionately.
FBhen he left Rory, + told him never to come bac$. Told him + washed
my hands of him. Never wanted to hear from him again. 2e was a
waste of space. A waste of spaceL-
2e loves Rory deeply. FThe only son +-ve got now is you, Rory. Nou-re the best boy that ever
lived. + don-t need anybody else, and neither do you.-
TASK A
Bhat do you thin$ of 1randaK hare your opinions with another partner and see if you all
agree.
! As an elderly man, given to lapses of memory, 1randa has a generous heart and is
certainly full of charm.
! 2e loves his grandson dearly and is very proud of him. Nevertheless, he is a
frightened Fchild- and is aware that he needs Rory to be with him at all times @ at least
to feel safe.
70
! 2e is quite incapable of loo$ing after himself @ his medication and food has to be
attended to by someone else and the only other person who can do it responsibly is
Rory.
! <ut Rory is not only willing but is also a very capable boy who thin$s it is now his duty
to ta$e care of his 1randa since his 1randa had Fta$en care of him all his life-.
! o, it is not only 1randa who needs Rory-s help and care but Rory too believes that
together they ma$e a Fwonderful team.-
ACT.=.T3 4 ( #y friend? Tess
Textual 8vidence .oints of explanation
*. There was a sudden wild commotion
from another room. A voice started
shouting and swearing abuse. 8veryone
around the table stiffened.
Tess certainly had her way in the 0hildren-s
home. A young girl who is angry with the rest of
the world most of the time, she is abusive in
character and language. 2er attitude not only
frightens the other inmates but also displeases
them.
(. Che shouldn-t be hereLD 'ac$ie said
angrily. GDhe-s mad. Totally off the wall.
Nou never $now what she is going to do
next.D
'ac$ie obviously has had enough of Tess and he
quic$ly surmises her as being mad and
dangerous. 2e does not thin$ she warrants a
place in the home and should not be among
them.
4. Tess turned her piggy eyes on me.
CBhat-s thatKD 2er voice was loud,
almost a scream, as if she thought no
one would hear her, or listen, unless she
yelled.
+t is obvious that Tess despises anyone new to
the home and Rory becomes her latest Fvictim-.
2er raised voice is most probably to show that
she is in power @ an attitude that she may
employ to frighten the other children.
5. C2e-s sitting in my seatLD Tess made a
dive towards me and + ;umped out of the
seat automatically.
Authoritative, Tess is showing definite signs of
being the home-s terrifying bully. he is also
somewhat abusive in her reactions to Rory.
&. CBhat is she so angry aboutKD + as$ed
'ac$ie. 'ac$ie tutted. Che-s the type
that-ll always find something to be angry
about.D
No one is really sure why Tess behaves the way
she does. The other children have come to the
conclusion that Tess does not need much to be
angry about and would harp on any reason to be
so foul tempered.
6. Bhen Tony came bac$ into the $itchen
he tried to reassure me. Che-s not going
to be here for long. They-re arranging
another place for her.D
Tony is aware that Rory has become Tess-s
target of attac$ and his answer is probably to
soothe the young boy-s frayed and frightened
nerves.
ample Format of 8ssay on the character study of Tess
1eneral
<ehaviour of
Tess
Tess is in the children-s home in 0astle treet because her mother is apparently in
prison. For some reason or other, she is a highly strung person, foul mouthed and
quite uncouth. he seems to be angry with the rest of the world and is abusive,
especially towards Rory. 2er attitude both frightens and displeases the other
inmates of the home.
2ow others
feel and
react to her
'ac$ie obviously has had enough of Tess and he quic$ly surmises her as being mad
and dangerous. 2e does not thin$ she warrants a place in the home and should not
be among them.
Rory, on the other hand, becomes her latest victim when he is brought to the house
by ?al 'essup. he screams at him and addresses him as Cthat...D @ probably trying
to frighten him with her loud voice too.
he exerts her control by trying to shove him off his seat, claiming it to be hers and
71
when admonished by her $eeper, she $ic$s at the table, Fsending mug tumbling- and
spilling the tea everywhere. That night, Rory goes to bed a very frightened boy,
imagining Tess to come into his room and to drag him out of bed to throw him out of
the window.
Tess seems to get increasingly angry with Rory as he stays on in the home.
<ehaving li$e a wild animal, she tries to strangle him when he remar$s that she
must ta$e after her mother.
Bhat others
thin$ of her
The other inmates in the house despise her. 'ac$ie is sure that Tess is the type of
girl who will always find something to be angry about. Tony, being more mature,
calms the tense situation around Tess by reassuring his friends that she would not
be in 0astle treet for long as another place was being arranged for her.
The children are not happy that Tess gets preferential treatment and gets to a
private tutor in a taxi, while some of them wal$ to school, despite poor weather.
%espite all misgivings, there is some measure of understanding and pity towards
Tess. Tony advises Rory to feel sorry for her as no one really wants her @ her
mother is in prison and her aunts and foster parents do not want her. Tony says that
Tess is Fher own worst enemy- and that she really is a sad girl.
ACT.=.T3 5 ( . pacGed a sitcase for s
+hysical 8ourney
The actual plotting of the 1reat 8scape @ Rory hatches a plan to go on a run li$e a convict.
'ourney proves to be a real adventure @ with dangers lur$ing at most unsuspecting corners.
HCe and m# )randa were )oin) to r&n awa#$I
()otional 8ourney
A ;ourney of love and protection
Rory is devastated when he realises that his 1randa will be sent to a home and he to be
fostered.
The fears he faces and the will to overcome them.
Rory learns never to ;udge anyone.
Rory-s frustration when his father does not come up to find for them after all that publicity that
has been given to their Fescape-.
'piritual 8ourney
A ;ourney of discovery> that they both need each other @ they are Ca teamD.
Rory reaches out to the <ig 9an when he fears he is unable to do the right things to help his
grandfather.
The determination to meet his father and to Fhand- over the responsibility of ta$ing care of his
1randa to him
C<ut we-re together . Be-ll always be together. And +-ve found a family.D
ACT.=.T3 6 ( A <orney to remember
*. 0hildren-s- home in 0astle
(. The 1reat 8scape
Aeft Rachnadar
4. Tyrone-s parents- caravan
5. Forfar ,to meet ammy-s brother-s family/.
&. %undee
6. 1lasgow
7. +n stolen car
M. Aiverpool
72
:. FB8A0E98 TE 8N1AAN%- ,Aa$e %istrict./
*). The Fsecond- 1reat 8scape
**. Rory runs for help @stops at a house.
*(. FReconciliationD @ to live in Aiverpool with Rory-s father and family.
ACT.=.T3 7 ( Caravans
*/ 2ow is 0aravan * different from 0aravan (K
CA/A=A+ & CA/A=A+ $
%arren-s mum-s caravan @ in a prime
location> secluded spot.
Auxurious @ two bedrooms with a fitted
bathroom. .in$ frilly curtains and duvet.
Iitchen cupboards were crammed full with
tins and pac$ets.
Tea, coffee, sugar, cereals and dried mil$.
Aocated next to a fishing pond.
0aravan and a large camper van.
Not so plush, a little battered and old
A welcoming flood light.
<rightly covered shawls thrown over seats.
Aamps threw out a soft and warm, orange
glow.
melt of spices, cinnamon and garlic.
Rory wa$es up to the smell of coo$ed
brea$fast and pop music on the radio.
+s par$ed in indefinite spots.
(/ Bhy do you thin$ there is this Fdifference-K
0aravans belonged to two different stations in society. The first caravan is a fabulous
charming home> a perfect place for a holiday @ both cosy and content. The second caravan is
more a home, albeit one with minimum permanence but its warm colours and homely smells
symbolise security and a peaceful domestic setting away from home.
The first caravan is also deserted and is occupied when and if desired. 2ence it fulfils
immediate needs and nothing more. The second caravan offered security within a family unit
and was able to ta$e off at a moment-s notice to avoid being caught. Bhile being private, it
offered Rory and 1randa a social setting in which they were most comfortable.
Symbolism of caravans
.rivate
elf sufficient
ecure
The first caravan, being luxurious and well stoc$ed, was a novelty and an immediate
73
place to hide in while the second one provided a very domestic place of security ,the
security of a family setting that both Rory and his 1randa had missed all this while/.
ACT.=.T3 8 ( ,eelin's
*. Bhy do you thin$ 1randa said, F%on-t trust Fem. %on-t li$e them.-
Granda is a pro&d man . the wa# he dismisses his son o&t o! his li!e . is
reason eno&)h to belie(e that he does not tr&st an#one e'cept "or#$ 9e
ma# ha(e been !ri)htened meetin) the two stran)ers >-amm# and T#rone8
in the secl&ded spot him and his immediate reaction was to dismiss them
r&del#$ G&rthermore* both -amm# and T#rone were dressed rather shabbil#
and Granda wo&ld ha(e tho&)ht that these two stran)ers were not to be
tr&sted$ Their /rst meetin) was certainl# not a !riendl# one$
(. Bhat could have been the possible reasons for his disli$eK
Grandas !ear that the# were alone in a secl&ded spotO the stran)ers were
dressed shabbil# and this co&ld ha(e been a reason !or )randas pre%&dice$
4. %o you thin$ 1randa was fair to the travellersK
Do* he was not$ 9e co&ld ha(e been more polite in E&estionin) their
intentions$
5. 0ircle one of the following words that best describe the feelings that
1randpa portrayed.
AN,(R 8(A"O9'1 +R(89DIC(
F(AR
&. %iscuss your answer with your friends and teacher.
ACT.=.T3 9 ( /elationships
(?(RCI'( A
*. 2ow do the three words Fsoon-, Fnow- and Fspecial- add to the impact of the prayerK
A" The words hi'hli'ht the r'ency of the prayer"
<. +t shows that Rory is desperate to get his grandfather out of the
hospital.
0. +t shows that he loves his grandfather dearly.
(. Rory repeats the phrase CG want him to wa$e up.D Bhat does this reveal of Rory-s
relationship with his grandfatherK
A. 2e is desperate for his grandfather to get better.
74
<. 2e loves his grandfather so much that he is ready with his promises.
C" The Granda seems to be the most important person in /oryEs life"
EHE/C.SE A
*. Bhich of the following phrases express the main idea in the above passagesK
A. CG.+ had done this for the both of us..D
<. C GNou-ve done all this for meKD
C" KF"weEre a team"L
%. CG.There was no other way.D
(. %o you thin$ Rory is mature for his ageK
1es he is a )ature %oy %ecause he is not only very concerned and
responsi%le of his grandfather4 %ut also &no#s that he cannot %e
separated fro) his ,randa Therefore his plotting and @nally the
escape fro) Rachnadar are %oth %rilliant and touching Rory
re)ains his grandfather$s carer at all ti)es throughout their
adventures and /ourney
Brite down a few phrases from the text that support your answer.
6 My granda had ta&en care of )e all )y life No#4 #hen he #as
getting old and forgetful and #as never Auite #ell4 no# it #as )y
turn to loo& after )y granda
7 .ut if it #asn$t )y responsi%ility4 then #hose #as it3
B I loo&ed up at hi) and a #ave of love s#ept over )e My granda
loo&ed li&e a little %oy4 as if he #ere )y %a%y %rother4 relying on )e
to )a&e things %etter4 /ust as I$d al#ays relied on )y granda
C D*hy couldn$t people realise that I #as all )y granda
had=and=,randa #as all I had too If they put ,randa into a
ho)e=#here #ould I go3
ACT.=.T3 : ( The Ai' .deas
/ead the excerpts and write down the theme
EHCE/PT T;E#ES
1randa says " CTin$ersLD 9y granda spat the
word in disgust. C%on-t trust Fem. %on-t li$e
Fem.D
*e should not assu)e that
people #e do not &no# are not to
%e trusted E+re/udicesF
75
o he had promised and + believed him. +t
was settled between us, in whispered
conversations in the playground, and %arren
snea$ed me the spare $ey of the caravan.
All the time it seemed to me that 9rs Foley
had been watching us suspiciously.
2ey issues that young children
are %ound to confront as they
challenge authority
F1randa, + thought you were going to die.-
.utting it in words brought the tears to my
eyes, and + was glad no one could see me as
my 1randa hugged me close to him.
"ove %et#een generationsG a
young %oy is aghast that
so)eone he loves deeply )ay
die
The doctor didn-t give me a chance to
answer. Rory can-t do everything. 2e does
the shopping and the coo$ing. 2e cleans the
house. 2e-s only a boy, and 9r. 9c+ntosh he
needs help.
"ove overco)es civic H fa)ilial
responsi%ilities
Write down other themes and find words or evidence to spport the themes
Themes Evidence from the excerpts
1$ Gamil# and

relationships
1$ There was onl# Granda and me$ <ere the two o! &s eno&)h to
make a !amil#;
2$ <e still had each other >chap$ 128
3$ 9e can beha(e an#wa# he wants$ 9es the best )randa in the
world$ >chap$ 128
4$ =4m onl# here till m# )randa )ets o&t o! hospital$- =Do )randson o!
mine is )oin) to :astle -treet$ Dot when 4m ali(e$
2$ Growin) &p
P

,dolescence
1$ C# )randa ne(er !or)ot to take his pillsO beca&se I )ade sure he
too& the)$
2$ I2B* 6i) Can* 4 need some help here$ 4 cant do this on m# own$I
3$ -ocial and
ci(ic

responsibilitie
s
1$ ?eople are kind "or#$ 4 tho&)ht the whole world was )oin) to the
do)s* and then
#o& meet kindness like this$ 4ts a wonder!&l world* "or#$
2$ , wonder!&l world . ?assin) &s like the baton in a rela# race$
?eople who didnt
e(en know &s* b&t who were willin) to help an#wa#$
4$ -ocial bias 1$ TK reporter - - the E&estion is how can an old man and a bo#
disappear like this;
The answer had to be that people are helpin) them o&t$ The
p&blic are (er# m&ch
on their side$
2$ "&b#s responseQ H?eople are takin) sides abo&t #o&* ar)&in)
abo&t the ri)hts and
wron)s o! #o&r case$ Thats )ood$ The more people who know
#o&r pli)ht* the
better chance o! #o& sta#in) to)ether$I
ACT.=.T3 &% ( =ales in life
76
4 cant remember !allin) asleep b&t 4 did$ 4 dont e(en know how lon) 4 slept$ 4
%&mped awake into a silent ni)ht$ Dot a bird$ Dot a r&stle o! trees or b&shes$
There wasnt a breath o! wind$
Granda wasnt e(en snorin) an# more$ 4 stood &p and stretched$ Time to wake
him* 4 tho&)ht$ <e wo&ld ha(e some cheese and bread77b&t o! co&rse* he
co&ldnt eat that* not witho&t his teethR 9ow co&ld 4 ha(e !or)otten them; Gor
a moment the problems stretched ahead o! me like an obstacle co&rse$ 6&t 4
shr&))ed them awa#$ <e were still here* we hadnt been ca&)ht$ There was
still hope$
4 laid a hand on Grandas sho&lder to wake him* and a cold shi(er ran thro&)h
me* as i! someone had %&st walked o(er m# )ra(e$ 9is colo&r was all wron)$ 4n
!act* he didnt ha(e an# colo&r at all$ 9is skin was like the wa' !r&it #o& see in
bowls in !&rnit&re shops$ 9is mo&th was han)in) open$
9e wasnt snorin)$
9e wasnt breathin)$
?alues Textual evidence
Family relationships
and bonds must be
appreciated and
maintained.
No Rory, nothing-s changed. +-d rather be here in this cold bus
shelter with you than anywhere else in the world. + want us to
stay together as long as we can. +s that a dealK C+t-s a deal
1randaD
0ommunication is an
important feature
among friends and
family members.
+ wanted to tell him that + had done this for both of us, so we
could be together, the way we were meant to be. + wanted to tell
him that + would anything so we could be together. Anything.
,0hap. *5/.
Trust is a vital
component in bridging
generations.
C+-m getting you out of here.D
9y granda was li$e a little boy, allowing himself to be led, without
a word, without a question. afe in the $nowledge that + would
loo$ after him.
Those we should trust
may sometimes let us
down> those we do not
trust may sometimes
be our friends in need.
CNou will meet people who will help you. And there will be people
you can-t trust. Nou-re loo$ing for something, Rory, and when you
find it, everything changes for you. G.And a terrible sadness will
come first.
F<ecause of that terrible sadness, Rory, you will find the thing
you-re loo$ing for.D
ACT.=.T3 && ( The writerEs tools
Writers maGe carefl choices abot words and sentences" /ead the passa'e below
and maGe notes on why yo thinG Catherine #acPhail chose the words and sentences
hi'hli'hted"
;ow wold yo describe this passa'e? 3o can choose from the words below or
thinG of some of yor own"
%ramatic ad
77
The writer &ses the ne)ati(e !orms o! the modals- a bleak pict&re is createdO
mood is somewhat sombre$
The &se o! personi/cation* similes >like the wa' !r&it8 and metaphors >somebod#
had %&st walked o(er m# )ra(e8
-ensor# details o! the en(ironment .the stillness o! the s&rro&ndin) - as i!
contrib&tin) to the pathos o! the sit&ation$ ,lso the !eelin)s o! the narrator .
&se o! E&estion techniE&e pro(ides the emotional hook O an indicator o! tension
and problems to come in the stor#$
The iss&e o! =!or)otten teeth add to the man# problems that "or# seems to
ha(e$
"epeated re!erences to Grandas sit&ation . was not snorin)* was not breathin)
. b&ildin) &p to a crescendo that he ma# be dead$ The /nal sentence sa#s that
he is dead$ -entences are short and E&ick* addin) &p to the clima'$
?assa)e has the three parts o! =what the narrator did* saw and tho&)ht .
portra#in) the distress the narrator m&st ha(e !elt$
Fast Jnpredictable
hoc$ing %istressed
Explain how the writer has made this passa'e hi'hly dramatic"
ACT.=.T3 &$ ( Smiles
The smiler The reason for the smile
The Flady-, who loo$ed about sixteen, smiled
and than$ed him and too$ a seat.,.age (/
The #o&n) =lad# was ob(io&sl#
)rate!&l that Granda had not onl#
opened the door !or her b&t had also
asked "or# to help her with her ba)
as she came into the doctors o+ce*
str&))lin) with a bab# in her arms$
2e bent right down to the smiling baby and
started tal$ing ,.age (/
,n ob(io&sl# happ# bab# who was
happ# to be in the arms o! her
mother as well as recei(e Grandas
attention$
%r Nicol was smiling. ,.age 4/
3r$ Dicol was probabl# am&sed at
the wa# Cister Cc4ntosh had been
78
drenched b# his )randson who* in
an attempt to p&t o&t the smoke
belchin) !rom his )rand!athers
pockets* had thrown a (ase o! water
at him$ The doctor was also
probabl# tickled b# Grandas
complaint abo&t how he had been
=practicall# drowned b# his
)randson as well as his
pron&nciation o! the word
=pne&monia$ ,ll in* the doctor was
(er# !amiliar with his patient* ha(in)
known them !or a (er# lon) time$
9rs Foley beamed. ,.age *7/
Crs Gole# was happ# to /nall# meet
Cister Cc4ntosh* "or#s )rand!ather*
on ?arents Di)ht and probabl#
wanted to break the news abo&t
"or#s late homework to the older
)entleman as politel# as possible$
<ut my granda was smiling and nodding his
head as if he-d ;ust given her a lovely
compliment. ,.age *7/
Granda was smilin) at the !act that
"or# had been correct abo&t tellin)
him abo&t Crs$ Gole#s mo&stache$
9is smile* to)ether with the nod o!
the head* was a con/rmation o! the
memor# o! what he had heard !rom
his )randson as he was seein) it
>the mo&stache8 himsel! too$
%arren-s smile wavered. ,.age ()/
3arren !altered in his smile beca&se
his mother had told him that the /re
incident co&ld ha(e been more
dan)ero&s than it act&all# had been$
?erhaps 3arren knew too that the
incident co&ld ha(e t&rned o&t to be
a dan)ero&s accident and that his
!riend had too m&ch o! a
responsibilit# to bear* carin) !or his
)randa$
9y granda loo$ed pleased when + said that and
he stood up and grinned toothlessly ,.age (4/
4t was a toothless )rin beca&se
Granda was not wearin) his
dent&res$ 6&t more importantl#*
Granda was ob(io&sl# (er# happ# to
hear his )randson tell him how well
he looked a!ter him$
79
A male nurse was at the door... 2e was smiling,
but that didn-t ma$e me feel any better. ,.age
(6/
The n&rse was probabl# tr#in) to be
reass&rin)* and it was in his best
intentions to break the news abo&t
)randa to "or# in a pleasant wa#$
The smile co&ld possibl# so!ten the
case and red&ce "or#s worr# and
an'iet#$
?al 'essup came in later. he had a big smile
on her face ,.age (M/
Kal was )en&inel# happ# and
relie(ed that Granda was )oin) to
be 2B and she was )lad that she
co&ld p&t "or#s mind at ease$
ACT.=.T3 &4 ( #y way"""
9y friend, +3ll say it clear
+3ll state my case of which +3m certain.
+ travelled each and every highway
+ did it my way.
Regrets, +3ve had a few
<ut then again too few to mention.
+ planned each charted course
8ach careful step, along the byway
+ did it my way.
Nes there were times, +3m sure you $new,
<ut through it all, when there was doubt
And did it my way.
+3ve loved, +3ve laughed and cried
+3ve had my fill, my share of losing.
And now, as tears subside,
+ find it all so amusing.
To thin$, + did all that,
Eh no, oh no not me,
+ did it my way.
For what is a man, what has he got,
+f not himself, then he has not,
And did my way.
80
*yrics
/elativity to GrandaEs *ife
,randa is certainly an old )an #ho
is Auite un#ell !e is heavily
dependant on )edication to &eep
hi) healthy and needs so)eone to
ta&e care of hi)
,randa had lived an adventurous
life for instance4 he had lived
%eside a river as a %oy and had
al#ays @shed and had learnt ho#
to prepare the @sh too In another
e5a)ple4 ,randa had %een a )otor
)echanic %efore and no# utilised
his &no#ledge of cars to steal one
Regrets
+erhaps the )ain regret that he
had %een old #hen he had had a
son and that he had spoiled the
son too )uch That the son had
ta&en things for granted and had
thro#n things aside #hen he gre#
tired of the)4 and that included
Rory and his )other 'o ,randa did
#hat he had to do and D#ashed his
hands$ o0 his son4 never #anting
to hear fro) hi) again
Nes there were times, +3m sure you
$new,
There are ti)es #hen ,randa
atte)pts to help out %ut )a&es a
)ess out of things4 for instance
#hen he %urnt the chip pan !e
#as Auite incapa%le of doing
things around the house %ecause
of his failing )e)ory
And did it my way.
!e too& care of his grandson on his
o#n after Rory$s grand)other
passed on and never Auite gave in
to his ail)ents and ina%ilities
,randa #as never Auite shy
al#ays char)ing hi)self to pretty
#o)en and %eing a%solutely fran&
#hen it reAuired hi) to %e
The instance #hen he had to tell
81
his son not to return after he had
left Rory and his )other !e too&
over the caring of Rory on his o#n4
never once trying to @nd the son
he had dis)issed
And did my way.
+erhaps the %lo#s that granda
)ight have felt is #hen his only
son leaves the house for good I
and then later4 #hen his #ife dies
and he tends to the up%ringing of
Rory on his o#n Finally4 a )a/or
%lo# could %e his ailing health as
#ell4 reAuiring hi) to %e ta&en
care of instead of hi) ta&ing care
of Rory
ACT.=.T3 &5 ( /each ot
,Accept any suitable answers/
ACT.=.T3 &6 ( What a wonderfl world
TASK A
WorGin' in a small 'rop? complete the table below(
Character *hat They Do To !elp *hy They !elp
3arren
1$ 9e helps "or# come with an
e'c&se !or Crs$
Gole# as to wh# "or# had not
passed &p his
homework$
2$ 9e is a )ood listener and
altho&)h he
con(e#s his mothers messa)es P
opinions
to "or#* he himsel! is worried
abo&t the
b&rden o! responsibilit# that his
dear !riend
has to bear$
3$ 3arren comes &p with the
sol&tion that
"or# and Granda co&ld =escape
to his
3arren Gisher is "or#s
best pal and )en&inel#
likes Granda too$
82
mothers secl&ded b&t
com!ortable
cara(an when "or# knew he had
to take his
)rand!ather awa# !rom
"achnadar$ "or#
swears 3arren to secrec# and in
t&rn the
latter sneaks "or# the spare ke#
o! the
cara(an$
4$ @ater* 3arren te'ts "or# to warn
him that
the police know where "or# and
his
)rand!ather are and enco&ra)es
him to r&n
awa#$
-amm#
1$ <hen "or# and Granda ha(e to
lea(e the /rst cara(an* and are
&nable to r&n awa# !ast beca&se o!
Granda=s health* -amm# comes &p
!rom behind to lead them o&t o! the
police search$ 9e practicall# o1ers
his help* leadin) them thro&)h the
trees and b&shes$
2$ -amm# e'plains that the police
wo&ld ha(e )ot to "or# and Granda
i! he and T#rone had not helped
them instead$ The# had act&all#
reco)nised them o TK and decided
that the# wo&ld be the ones to help
when it was needed$
3$ -amm# &nderstood Grandas initial
mistr&st o! them b&t he was willin)
to dri(e the camper (an o&t o!
police scr&tin# and mo(e on to his
brothers place !ar so&th to 3&ndee$
4$ ,t the railwa# station* -amm#
)i(es "or# his mobile n&mber and
makes "or# promise that he will call
-amm# i! he needed an#thin)$
, kind man* he wants
to help the two o! them
escape the police and
the media$
,nnie and
"ab
1$ "ab takes them &nder his win)
when he
sees that Granda is &nable to
contin&e
dri(in) the stolen car and allows
them to
sta# in his Nat$
2$"ab is keen to )et a doctor to look
into
"ab is the petrol
station attendant who
reco)nises them and
wants to help them$
,nnie is "abs
)irl!riend$
83
Grandas health and reass&res "or#
that he
wo&ld t&rn them in$
3$ 4t is "ab who /rst s&))ests to
"or# that he
sho&ld )o to @i(erpool to meet his
!ather$
4$ <hen the police are lookin) !or the
stolen
car* "ab comes &p with the idea o!
dri(in)
to the border and to hand them
o(er to his
)irl!riend* ,nnie who wo&ld then
take them
closer to @i(erpool$
5$ ,nnie later dri(es them to Dormas
ho&se$
Dorma and
Dicola
1$ Dorma prepares a )reat dinner !or
both o!
them$ Dicola is adamant that the
both o!
them ha(e done the correct thin)$
2$ Dorma has a)reed to dri(e them to
@i(erpool$
3$ Dorma act&all# tells the police
when she
realises that "or#s dad has to
know o! their
whereabo&ts$
Dorma is ,nnies
co&sin$
Dicol is Dormas
da&)hter$
3r Dicol
1$ :ares !or Granda and pro(ides him
with the
necessar# pills$
2$ 4s (er# concerned abo&t "or# and
abo&t
how he has to care !or his
)rand!ather at
s&ch a #o&n) a)e$
3$ 9e is !ond o! both "or# and Granda
. thinks
the# are like Ha do&bleactI$
4$ Tell Cister Cc4ntosh that he is
indeed a
l&ck# man to ha(e a )randson like
"or#
5$ 9e is concerned !or both o! them
and was
)oin) to do his best to )et a home
,n old !amil# !riend
and doctor who cares
!or Granda and is also
worried !or "or# and
his responsibilities$
84
help$
Ginall#* he arran)es !or Kal 5ess&p
. a social
worker* to take care o! the a1airs
o! Granda
and "or#$
Kal 5ess&p
1$ -he is ner(o&s abo&t "or# li(in)
alone in the
Nat a!ter the /re mishap and so
dri(es him
to the childrens home in :astle
-treet$
2$ -he takes "or# to the hospital to
see his
)rand!ather b&t keeps her worries
abo&t
the latters health a secret$
3$ 0(ent&all#* it is she who tells "or#
that the
a&thorities ha(e mo(ed )randa to
the old
peoples home and that "or#*
bein) #o&n)*
reall# cannot take the
responsibilit# o!
carin) !or his a)ed and &nwell
)rand!ather$
4$ <hen "or# and his )rand!ather are
on the
r&n* Kal 5ess&p appears on TK to
address
them* appealin) !or them to )et
in to&ch*
statin) that the a&thorities were
onl#
worried ab&t them and that it was
)randas
health that was the main concern$
, social worker who* in
her enth&siasm in her
/rst case* reall# takes
to heart abo&t Granda
and "or#$
TASK $
The I)portance of Fa)ilyG -acri/ces !or !amil# are hono&red and
e'plored* as are the !amil# bonds that s&r(i(e ad(ersit#$
Fa)ily responsi%ility in the novel is %est displayed %y Rory$s
constant care of his grandfather
Ker# earl# in a)e* "or# has realised that =there was onl# Granda and me
to make &p a !amil#$ "or# does not know an# other !amil# lo(e >his !ather
had le!t them when he was (er# #o&n)$ Granda had taken care o! him all
his li!e and now* as Granda is )ettin) old and !or)et!&l* and is ne(er
E&ite well* it is his t&rn to look a!ter him$
85
"or# makes s&re that Granda takes his pills* and o!ten lea(es school on
time >sacri/cin) his )ame o! !ootball8 to )et hot pies !or their l&nch$
<hen Granda is sent to "achnadar* "or# knows that he has to )et him
awa# !rom that place$ Tho&)h torn with desperation at times > Grandas
carelessness with the chip pan had landed him in hospital and "or# at
:astle -treet8* "or# plans the Great 0scape and )ets him awa# !rom the
hospital where the# p&t old people in$
Grom now on* "or# is responsible in keepin) Granda well and awa# !rom
p&blic scr&tin#$ De(ertheless* help comes in the most &ne'pected
manner and it is also "or#s responsibilit# to accept the help o1ered and
to be with his Granda at all times$
,s a #o&n) care-)i(er* "or# is bent on keepin) his )randa !ree* and awa#
!rom "achnadar$ 9e also i)nores others pleas to not take &p the
responsibilit# o! carin) !or his )rand!ather$ Gor "or#* it was important
that he do e(er#thin) he co&ld !or both o! them so that the# co&ld be
to)ether* Hthe wa# the# were meant to be$I
"or#* despite his #o&n) a)e* is also aware that i! he does not take care o! his
Granda* the old man co&ld be p&t into a home and what then will happen to
"or#; <here wo&ld he )o; >3#namics o! !amil# relationships8
Issues of +ersonal Develop)ent in the novelG
Q Growin) JpPCat&rationPdisco(er# o!
sel!
Q Coralit# to )&ide ones actionsS
de!end
what is ri)ht
Q ,d&lt or child relationship
Q -&pport o! other people
Q ,cceptance o! sel! and
others
Q "espect !or a&thorit#
Q ,cceptin) responsibilit#
86
ACT.=.T3 &6 ( Chapter by chapter
Chapter 6
1$ <here do we /rst meet "or# and Granda;
We frst !eet "or# and Granda in the waiting roo! of a clinic
2$ <ho is 3octor Dicol;
$octor %icol is their fa!il# doctor
3$ <h# did "or# ask Granda to Hsit down* Granda and beha(e #o&rsel!$I
>pa)e 18
He was asking !an# &uestions that "or# thought ina''ro'riate
4$ <h# did "or# throw the (ase o! water on Granda;
Granda was on fre
5$ <hat do #o& think home help is;
Ho!e hel' is so!eone who is hired to hel' out with the housework
Chapter 7
1$ <hat happened to "or#s homework %otter;
Granda had accidentall# 'ut it down the rubbish chute
2$ <ho is Hhol# Gole#I;
(he is "or#s class teacher
3$ <h# did "or#s classmates lo(e Granda;
The# thought his e)'loits were hilarious
4$ <hat did "or# tell his teacher abo&t his homework;
He told his teacher the truth* that he had lost his ho!ework
5$ <h# did "or# sneak to the bakers e(er# a!ternoon;
To get lunch for hi!self and Granda
Chapter B
1$ <h# did 3arren sa# "or# was t&rnin) into Ha lassieI;
Hes sto''ed 'la#ing football
2$ <h# doesnt "or# pla# !ootball an#more;
He has to take care of his grandfather
3$ <hat is H"achnadarI;
It is the local old folks ho!e
4$ <hat happened to "or#s !ather;
He had left "or# and his !other when "or# was +ust a bab#
Chapter C and 5
1$ <hat did Granda do in the toilet;
He s!oked his 'i'e
2$ <hat happened to Crs Gole#s coat;
Grandas 'i'e set it on fre
3$ <h# is 3arrens mom worried abo&t "or#;
(he thinks that he has too !uch res'onsibilit# for his age
4$ <ho is Kal 5ess&p;
(he is a social worker* assigned to their case.
5$ <ho tells "or# abo&t the incident at his Nat;
The baker
Chapter J and K
1$ <hat had ca&sed the /re;
Granda had left the chi' 'an on.
2$ <ho is H6i) CanI and what does "or# ask !rom him;
The Big ,an is God. "or# asks Hi! to wake Granda u'
3$ <hat is H:astle -treetI;
It is a childrens ho!e
4$ <hat was "or#s /rst impression o! :astle -treet;
It looked +ust the kind of 'lace wi-ards and warlocks would live in.
5$ <hat ca&sed the s&dden Hwild commotionI;
The co!!otion was caused b# Tess* one of the children at .astle (treet
6$ <h# co&ldnt "or# sleep that ni)ht;
His !ind was a +u!ble of e!otions
Chapter L and M
1$ <h# did "or# re!er to Tess as the monster;
(he scares "or# with her violence and anger
2$ <h# do #o& think Tess )ets special treatment;
(he is un'redictable and dangerous to other children
3$ 9ow did Granda react when he !o&nd o&t "or# had spent the ni)ht at
:astle -treet;
He beca!e agitated
4$ <h# did "or# want to paint the Nat;
To welco!e Granda
5$ <ho did Granda sa# (isited him at the hospital;
/ohn Wa#ne
Chapter 6N4 66 and 67
1$ ,ccordin) to 3arren* wh# did Crs Gole# seem e'tra concerned abo&t
"or#;
(he wanted to foster "or#
2$ <here had the# mo(ed Granda;
To "achnadar
3$ <h# was Granda cr#in);
He was u'set to be sent to "achnadar
4$ <h# did "or# pick a /)ht with Tess;
He had had a bad da# and he could not stand Tess attitude an#!ore
5$ <hat did "or# decide to do;
He decided to run awa# with Granda
Chapter 6B and 6C
1$ 9ow did 3arren help with HThe Great 0scapeI;
He gave "or# the s'are ke# to his !others caravan
2$ <hat was "or#s plan;
He would take Granda and the# would !ake their wa# through the
wooded grounds* to the old back road station. There the# would catch a
late night train down the coastal line to the 'ark where the caravan was.
3$ <here was their /rst hide o&t;
$arrens !others caravan
4$ <h# was the cara(an so well-stocked;
His !other was alwa#s scared the# !ight get snowed in and has to fend
for the!selves.
5$ 9ow co&ld 3arren warn "or#;
He would te)t "or#
Chapter 65 and 6J
1$ <hat did the# ha(e !or break!ast the /rst mornin) in the cara(an;
,ar!alade and crackers
2$ <h# did Granda whoop like a cowbo#;
He caught a fsh
3$ 9ow did Granda react to the tra(ellers;
He s'oke to the! in a voice that was harsh and unfriendl#
4$ <hat two talents did "or# learn abo&t his )rand!ather;
He knew what berries to 'ick and eat and he knew the na!e of al!ost
ever# bird that called out through the trees
5$ <ho did "or# hear Granda talkin) to at ni)ht;
His grand!other* Bella
Chapter 6K and 6L
1$ <h# did "or# throw his phone awa#;
It was of no use to hi! an#!ore and he did not have an#where to charge
it
2$ <h# did the police block the entrance to the park;
To block an# other vehicle fro! co!ing in or going out
3$ <hat did Granda ask "or# to do; >p) 818
He asked "or# to !ake a run for it.
4$ <ho helped them escape the police;
The travellers* (a!!#* his wife* "ub# and their son* T#rone.
5$ 9ow did the# reco)nise Granda and "or#;
The# had seen 'hotogra'hs of "or# and Granda on the television.
6$ <hat did T#rone and "or# ha(e in common;
The# were both afraid of being taken awa# fro! their loved ones
Chapter 6M and 7N
1$ <hat is "&b#s nickname !or Granda;
Handso!e
2$ <here were T#rone and his !amil# takin) them;
The# were going north
3$ <hat did Kal 5ess&p sa# on TK;
(he 'leaded to the! to get in touch.
4$ <h# did "or# ha(e do&bts a!ter seein) 3arrens mother on TK;
(he re!inded hi! that his Granda was ill and he started to wonder if he
was doing !ore har! than good.
5$ <hat happened to T#rones sister;
(he ran awa# to sta# with her aunt in a house.
6$ <h# was "or# embarrassed b# all the times he had slammed the door on
tra(ellers when the# had come sellin) their wares;
He was touched because T#rone and his fa!il#* who were travellers were
being so nice to hi!.
Chapter 76 and 77
1$ <ho did Granda dance with;
"ub#
2$ <hat did "&b# tell "or# abo&t his !&t&re;
(he told hi! that he would go to the authorities. He would also have !ore
adventures and a terrible sadness.
3$ <h# did the# ha(e to lea(e T#rone and his !amil#;
The authorities sus'ected the travellers were harbouring the!
4$ <here were Granda and "or# )oin);
The# were going to Glasgow b# train.
5$ 9ow did Granda !eel abo&t lea(in) the tra(ellers; <h# do #o& sa# so;
He felt sad. He had tears in his e#es.
Chapter 7B and 7C
1$ <h# didnt the# sit to)ether on the train to Glas)ow;
To reduce sus'icion that the# were the runawa#s 0 also "or# could kee' an
e#e on his Granda if he sat further awa#
2$ <h# did the# )et o1 the train at ?erth;
1 lad# see!ed to have recognised the! and "or# was afraid that she was
going to sound the alar!
3$ <h# did the bo# )rab "or#;
He recognised "or# and thought that it would be his big break if he
turned the! in.
4$ <hat did Granda do to him;
He knocked hi! unconscious with a bottle
5$ 9ow did Granda react to "or#s desperation at what to do ne't;
Granda cal!l# stated Were going to steal a car.
6$ 9ow does Granda know how to hot-wire a car;
He was once a !otor !echanic and knows ever#thing there is to know
about !otors.
7$ <h# does Granda pick the old :orsa;
He doesnt know how to hot2wire a new car.
8$ <h# did Grandas dri(in) terri!# "or#;
Granda was s'eeding and overtaking on the wrong side of the road
Chapter 75 and 7J
1$ <hat is the si)ni/cance o! the son) HC# <a#I;
Granda felt that he was doing things 3esca'ing) his wa#
2$ <hom did the# meet at the petrol station;
"ab
3$ <h# was "ab willin) to help them;
"ab e)'lained that the# were not cri!inals0 that is* the# were not going to
+u!' at hi! and steal his cash
4$ <h# was Granda taken &p b# "ab;
"ab was ver# kind and showed genuine concern
5$ <h# are people helpin) them;
,ost of the general 'ublic thought that the# should be ke't together at all
ti!es
6$ <hat was "or#s bi) disco(er# as he listened to the TK reporter;
"or# realised that he and his Granda were not alone because the# knew
that there was a son or father
Chapter 7K and 7L
1$ <hat was societ#s response to the two o! them r&nnin) awa#;
The# felt that it had ha''ened because of a breakdown of co!!unit# and
the failure of social workers
2$ <hat was "abs ad(ice to "or#;
To fnd "or#s father in 4iver'ool
3$ <hat did "abs plan in(ol(e;
He had 'lanned for a whole line of 'eo'le to take both of the! to
4iver'ool
Chapter 7M
1$ H@i!e is not like a mo(ie$I <hat do #o& think "or# means b# this;
He realised that their esca'e was un'redictable and an#thing could
ha''en0 the situations were real and not fantas#
2$ <h# does "or# keep @i(erpool a secret !rom Granda;
He knows that his Granda does not like even the !ere !ention of his
father what !ore !eeting hi!
3$ 9ow does Granda /nall# know that the# were )oin) to @i(erpool;
He read the subtitles on the T5 screen
Chapter BN to BB
1$ <h# did Granda not want to meet "or#s !ather a)ain;
He was afraid that the father would hurt the! too !uch if he turned his
back on the! again
2$ <h# do "or# and Granda lea(e Dicolas ho&se in a h&rr#;
%or!a had infor!ed the 'olice about the!
3$ <h# did Granda re!&se to lea(e the cold b&s shelter;
"or# wanted to return because he felt that his grandfather needed !ore
co!fort and that he wanted the! to sta# together as long as he could
4$ <hat were "&b#s words that kept pla#in) on "or#s mind;
%o one had caught the!0 instead "or# had gone for hel'.
5$ H$$$a terrible sadness$I <hat is this sadness abo&t;
That Granda would die
6$ <hat is the o&tcome o! the abo(e;
He !et his father0 Granda eventuall# recovered in the hos'ital and the
fa!il# was reunited.
7$ Id fnd what I was looking for. <hat was it that "or# was lookin) !or;
1 fa!il#. "or# knew that even if Granda dies* he would not be alone
again.
,lossary
CATCH US IF YOU CAN
NOVEL
<affled v. to prove too difficult or complicated for somebody to
understand
<arring v. excluding
<attering n. repeated beating
<elching v. releasing gas from mouth noisily
<erser$ Ad;. behaving in an uncontrolled way as a result of anger or
irrational feeling
<illowing v. to fill with air
<onny Ad;. attractive
0hute n. slope to drop things down
0ommotion n. fuss, turmoil
%efiantly Adv. disobediently
%rooling v. dribbling saliva
8erie Ad;. unnerving or unusual way
8mbellished v. beautify something by adding decorations
8ngrossed v. to ta$e up somebody-s whole attention
Forecourt n. an open area in front of the building
1ables n. the triangular top section of a side wall
gnashing v. grinding your teeth
1ruffly Ad;. harsh!sounding or throaty
1uffawed v. laughed loudly
2ollering v. yelling, loud cry
indignation n. anger at unfairness
'otter n. note pad
Eminous Ad;. threatening, suggesting that something bad is going to
happen
.latter n. a variety of prepared food
Rattled v. to ma$e somebody to lose composure
Ruc$sac$ n. a large bag usually with two straps and a supporting frame, a
bac$pac$
curried v. to move at a hurried space
huffling v. wal$ing without lifting feet
ledgehammer n. a large hammer
sloshing v. spilling liquid clumsily
lurped v. dran$ something noisily
mouldering v. on fire, fiery
tealthily Adv. ilently, snea$ily, cautiously
Tin$ers n. travellers ,in former times , somebody who travelled from
place to place to mend metal household items such as pots
and pans
Tutting v. expression of irritation or disapproval, to ma$e a clic$ing
sound with tongue to express annoyance or dissatisfaction
Bary Ad;. cautious and alert for problems
Baxen Ad;. pale and unhealthy loo$ing
CATCH US IF YOU CAN
NOVEL
Additional
Notes
ESSE+T.A* I2EST.1+S ,1/ +1=E* A+A*3S.S
,nswer the !ollowin) E&estions abo&t #o&r no(el in essa# !orm$ ,s #o&
work thro&)h the di1erent sections o! E&estions* #o& will be composin) an
essa# that anal#Fes the no(el #o& ha(e read$
,+-$
<hat is the stor# abo&t; <hat are the main e(ents in the stor#* and
how are the# related to each other;
,re the main e(ents o! the stor# arran)ed chronolo)icall#* or are
the# arran)ed in another wa#;
To what e'tent is this a T!orm&laT stor#; 9ow is the stor# narrated;
,re Nashbacks* s&mmaries* stories within the stor# &sed;
4s the plot !ast-paced or slow-paced;
4s the endin) o! the stor# happ#* &nhapp#* or indeterminate; 4s it
!airl# achie(ed;
3oes the plot ha(e &nit#; ,re all the episodes rele(ant to the total
meanin) or e1ect o! the stor#; 3oes each incident )row lo)icall#
o&t o! the precedin) incident and lead nat&rall# to the ne't;
!.$$)/G
<here and when does the action take place;
9ow does the settin) a1ect characters in the stor#;
3oes their en(ironment )i(e them !reedom* satis!action* or
en%o#ment* or does their en(ironment make them !eel trapped*
dissatis/ed* or &nhapp#; <h#;
3escribe the social !orces and instit&tions that shape the characters
and their li(esQ political* social* economic* philosophic* reli)io&s*
ed&cational* etc$
0ARA$.R
3escribe the main characterUs sit&ation$ <here does hePshe li(e;
3oes hePshe li(e alone or with others; <hat does the main
character do !or a li(in)* or is hePshe dependent on others !or
s&pport;
<hat are some o! the chie! characteristics >personalit# traits8 o! the
character; 9ow are these characteristics re(ealed in the stor#; 9ow
does the main character interact with other characters; Dote the
de)ree o! comple'it# o! hisPher beha(io&r* tho&)ht* and !eelin)sO
their appearances* their habits* mannerisms* speech* attit&des and
(al&es$
<hat is the main characterUs attit&de towards his or her li!e; 4s he or
she happ# or sad* content or discontented; <h#;
<hat sort o! conNict is the character !acin); 9ow is this conNict
re(ealed; 4s it resol(ed; 4! so* how;
,t the end o! the stor#* is the main character di1erent !rom how he
or she was at the be)innin) o! the stor#; 4n what wa# has the
character chan)ed; <hat has ca&sed this chan)e;
,-)/$ -1 2).3
<hat point o! (iew does the stor# &se; 4s the stor# told !rom a /rst-
person perspecti(e* in which the narrator is one o! the characters in
the stor#* and re!ers to himsel! or hersel! as T4T; 2r is the stor# told
!rom a third-person perspecti(e* in which the narrator is not one o!
the characters in the stor# or ma# not participate in the e(ents o!
the stor#;
4s it consistent in its &se o! this point o! (iew; 4! shi!ts are made* are
the# %&sti/ed;
<hat are the ad(anta)es o! the chosen point o! (iew; 3oes it
!&rnish an# cl&es as to the p&rpose o! the stor#;
)%AG.R4
<hat scenes* moments* descripti(e passa)es* phrases* or words
stand o&t in #o&r readin) o! the stor#;
3id a partic&lar ima)e make #o& !eel happ#* or !ri)htened* or
dist&rbed* or an)r#; <h#;
9ow do #o& think #o&r reactions to the ima)er# in the stor#
contrib&te to the o(erall meanin) o! the stor#;
$-/.
<hat is the a&thorUs attit&de toward actions or e(ents;
4s the stor# h&moro&s or tra)ic or !ri)htenin); 3oes the a&thor want
#o& to la&)h or cr#* to !eel happ# or sad* and to e'perience an)er or
!ear;
$0.%.
4s there more than one theme; 3oes the theme s&pport or oppose
pop&lar notions o! li!e; 3oes the theme o1er a new insi)ht into
h&man e'perience or does it s&pport an old >traditional8 one;
<hat lesson or messa)e does the a&thor want the reader to
&nderstand !rom the stor#;
,re there an# ob%ects which seem to ha(e a s#mbolic meanin);
<hat are their meanin)s; 3o an# people act as s#mbols in the
stor#; <hat do the# represent;
G./.RA+ 56.!$)-/!
<hat li)ht is thrown on the stor# b# its title;
3id #o& en%o# readin) the book; <hat aspects o! the book )a(e #o&
pleas&re* and wh#;
3oes the stor# chieN# o1er escape; ?&rpose;
<hat are the no(els stren)ths; <hat are the no(els weaknesses
0V?@,D,T42D 0K430D:0
1$ "or#s
responsibilit#
o!
takin) care o!
)randpa
"or# is aware o!
his responsibilit#
o! takin) care o!
his )randa
despite his
#o&n) a)e$
1$ C# )randa ne(er !or)ot to take his pillsO
beca&se I )ade
sure he too& the)$
1$ -ometimes li(in) with m# )randa was like
ha(in) a bab#
in the ho&se$
2$ 3id she see me sneak into the bakers at the
corner !or
two hot pies; 3id she know alread# that
Granda ne(er
had m# l&nch read#; Granda relied on me to
brin) him
his l&nch e(er#da#$ 4 had to )o home at
l&nch time$ 4 had
to make s&re he was takin) his pills$
B My granda had ta&en care of )e all
)y life No#4 #hen
he #as getting old and forgetful and
#as never Auite
#ell4 no# it #as )y turn to loo& after
)y granda
C .ut if it #asn$t )y responsi%ility4
then #hose #as it3
5$ ,re #o& alri)ht Granda; ,s lon) as 4m with
#o&$>ch 268
2$ "or# treats
his
)randpa like
a
#o&n) child$
1$ =Dow sit down* Granda* and beha(e #o&rsel!$
2$ The tro&ble is * he %&st doesnt know how to
handle m#
)randa like 4 do$ Ao&(e )ot to throw the
ins&lts ri)ht
back at him* and m# dad cant do that$ 0(er#
time m#
)randa ins&lts him* he %&st keeps apolo)isin)
to him$
>chp 338
3$ "or#
reco)nises
Grandas
carelessness
with
/re$
1$ =Ao& were on /re* )randa$ 4 p&t #o& o&t$ 4t
hadnt
been the /rst time either7 )randa had set
somethin)
on /re with that pipe o! his$ 9e ne(er p&t it
o&t
properl#$ 9e alwa#s le!t it to smo&lder$
2$ @e!t electric rin) switched on and b&rned a
pot$
3$ Grandas coat is accidentall# set on /re
when he is in
school !or ?arents 3a#$
4$ :oncept o!
Gamil#
1$ There was onl# Granda and me$ <ere the
two o! &s
eno&)h to make a !amil#;
2$ <e still had each other >chp 128
3$ 9e can beha(e an#wa# he wants$ 9es the
best )randa
in the world$ >chp 128
4$ 4 wanted to tell him that 4 had done this !or
both o! &s*
so we co&ld be to)ether* the wa# we were
meant to be$
4 wanted to tell him that 4 wo&ld an#thin) so
we co&ld be
to)ether$ ,n#thin)$ >:hp 148$
1$ Do* Granda* were a team$ To)ether$ There
was no other wa#$ >chp 178
5$ Grandas 1$ 4 mo&lded him into the bo# he is toda#$
S1#E .#P1/TA+T E=.!E+CE ,/1# T;E TEHT
=*hy couldn$t
people realise
that I #as all
)y granda
had=and=,ra
nda #as all I
had too If they
put ,randa into
a ho)e=#here
+anel of
*riters
CATCH US IF YOU CAN NOVEL
Coord!nators
!iana ,atimah At Ahmad Sahani <ahagian .embangunan Iuri$ulum, I.9
#asreen Wirda At #ohammad Ali Iementerian .ela;aran 9alaysia
Ten'G .reneMa #arina TnG #aMlan Aras 5!M, <lo$ 8:
Eileen >essie Ah Gan Iomple$s Iera;aan .arcel 8
+' 3ew Kee .usat .entadbiran Iera;aan .erse$utuan
6(6)5 .utra;aya
>immy Then Choon >in' 9I <intulu, .eti urat :7
:7))7 <intulu, arawa$.
"anel of #r!ters
3on' Wai 3ee 9I eri 2artamas, 'alan 5M#7)A,
,.anel 2ead/ %esa ri 2artamas, &)5M) Iuala Aumpur.
=asantha #allar a@p +arendran 9I ?ictoria, 'alan 2ang Tuah.
&&()) Iuala Aumpur
+orfidMah #ohd +ordin 9I Taman 9elawati, Taman 9elawati,
&4*)) 1omba$, elangor.
+orrol Sham #ohd 3ns 9I Ra;a .uan 9uda Teng$u FauHiah,
)(()) Ia$i <u$it .erlis.
,athr /adMi bin Che #ohammad 9R9 Alor 1a;ah, Aot *7(), 9u$im Air .a-abas
7M))) Alor 1a;ah, 9ela$a.
!iana Ten' At Abdllah 9I 2orley 9ethodist, 'alan Ra;a 9usa,
46))) Telu$ +ntan, .era$.
Anbala'an #nsamy 9I t. Andrew 9uar, .** 'alan 2ashim,
M5))) 9uar 'ohor.

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