Sheet 3B: Group Work: Are These Useful Rules for Discussion

Resource Sheet 1a

The Welsh Fasting Girl

Sarah Jacob was born in 1857 in Lletherneuadd, West Wales. Following a bout of severe illness at the age of ten, her appetite declined until, on October 10th 1867, she stopped eating altogether. Her parents believed that God was sustaining her life in the absence of food.

The Reverend Evan Jones, vicar of the Parish, was so impressed by Sarah’s abstinence, he wrote to the newspaper, The Welshman, and word soon spread of what he called ‘this wonderful little girl’. A group of ‘watchers’ were appointed to keep Sarah under observation to test the truth of the Reverend Jones’ claim – and found no evidence of food or drink passing her lips. News of her miraculous fast filled the national newspapers. Soon the farmhouse was attracting hundreds of visitors from as far away as London, all come to see and hear the miraculous child recite from the bible or read her own religious poetry. Many visitors left gifts or money for Sarah and her parents. In the end, everyone who visited her was expected to give something.

It was decided that the authenticity of her fast should be tested with a second, more rigorous watch to be carried out by a group of nurses from Guy’s Hospital, London. They were not to refuse her food if she asked for it, but were to ensure that she did not eat or drink without their knowledge. Within eight days it was noted that Sarah’s health was failing. Her parents were advised to give up the watch and allow her access to food. They refused, insisting that her symptoms were not due to starvation. Sarah Jacob died the following day, 17th December 1869.

Resource Sheet 2a

First impressions of Emma

Read the conversation below. Pay close attention to what Emma says and how others reply to her.

Kate: Two more meals to go before we start, then.

Jack: Two?

Kate: Dinner tonight. Breakfast tomorrow. Then twenty four hours with just water.

Emma: (reading from her leaflet) If you have any doubts about taking part in the fast, take advice from your GP. You might feel that going without food is not a good idea for you. You could try a technology fast instead.

Jack: A what?

Emma: (still reading) That means giving up all the technology that makes your life so comfortable. No television, no radio, no computer, no games console, no mp3 player, no mobile... (the others’ mouths grow wider) ...no beauty products, no hot water, no kettle, no cooker...

Hollie: (in disbelief) There’s nothing left.

Emma: (still reading) ...You spend the day living as people do in some of the poorer countries that your sponsorship money goes to help.

Kate: (in astonishment) You’re not even allowed hair straighteners?

Emma: We’re definitely doing the ‘no food’ one. Aren’t we, Hollie?

Use the chart below to note down your first impressions of Emma and what gives you these impressions.

Impressions of Emma / How we get these impressions

Resource Sheet 2b

Charlie

Charlie: (pointing to Zoe’s homework) Is that a five or a six?

Zoe: Er... six. I think.

Charlie: Six nines aren’t fifty six. This is wrong. (in stern teacher voice) Six nines are fifty four, girl! One careless error and the entire calculation is invalidated! (laughing) What’s the point me copying your homework if you’re gonna get it wrong? I’m gonna have to do it again now. Me! By myself.

Zoe: Can I copy yours when you’re finished?

Charlie: Course.

Charlie: Oh, now you’re quite wrong, my dear. I have to fight the urge to do homework every single day. Every night I get in the house, and I hear my books calling to me. ‘Charlie,’ they say. ‘Come and get me out of your school bag and do these sums. Come and do a geography project on volcanoes. Write this Shakespeare essay,’ they shout. But do I give in? No, I don’t. Why? Will power.

Hollie: I bet you eat something before seven thirty tomorrow morning.

Charlie: Alright! How much?

Hollie: Lunch. Whatever you want to eat, I’ll buy it.

Charlie: You’re on.

Charlie: (in retaliation) You know what your trouble is, Jack?

Jack: What?

Charlie: It’s like I said yesterday. You’ve got no will power. You can’t stop yourself eating for more than a few hours. Cos you’ve got no self control.

Jack: (sarcastically) Really?

Charlie: No backbone. No –

Jack: OK!

Charlie: No determination. No –

Jack: Alright, alright, I get the picture.

Resource Sheet 3

Why does Charlie continue the fast?

Discuss the possible reasons below and put them into a rank order from most to least true. You can reject any you think are completely untrue. You can also add up to two reasons of your own. (There are blank boxes for you to use.)

Reason / Number
To challenge himself
To help relieve famine and poverty
To beat Hollie
Fame
To impress others

Resource Sheet 4a

Rules for group discussion

Rate each rule on a 0-5 scale: 5 is a very good rule; 0 is a very bad rule

Rules / Rating
The best reader should decide.
Ask everyone in turn for their opinion.
Ask for reasons why.
Talking takes too much time – write the first idea.
Be critical of the idea, not the person who put it forward.
If people challenge your ideas, you can give reasons for them.
Choose as quickly as you can so that you get finished.
Discuss all the alternatives before deciding.
If a wrong decision is made, point out who is to blame.
If you hear a good reason, you can change your mind.
If you know something important, keep it to yourself. Otherwise people will copy.
If you want to be heard you have to speak forcefully or shout.
Stick your fingers in your ears – you know your own mind!
Make sure the group agrees after talking.
Make up your own mind straight away and stick to it.
Respect other people’s ideas.
The group should try to agree before making a decision.
The most naturally talkative person should speak most.
The group should try to stick to the topic.
The oldest person should lead the talk.
There should be a leader and the group does what they say.
You should always agree with your friends.
All relevant information is shared among the group.
Build on what the previous speaker said.
Be prepared to change your mind – it shows you have listened and can accept good reasons.
Look at and listen to the person who is talking.
If you don’t like someone, make sure they don’t get heard.
In the end it doesn’t matter what is decided. Whatever is ok.
If someone gives a reason you don’ t think is good, you should question it.

Resource Sheet 4b

The effect of the media

In your group, discuss your answers to the questions below. They are all about Act Two, Scenes 1-3. The questions should help you think about the effect that newspapers and other forms of media have on the student friends – Charlie especially. You should try to work towards answers that you can agree on, and use the rules for good discussions to help you.

Make sure you refer to details in the script when you are explaining your answers. If you disagree with someone ask them to back up their ideas by referring to details in the script. Be ready to back up your ideas too.

Questions

1 At the end of Scene 1, Charlie is sarcastic when he asks Hollie, “You don’t care about being famous?” Is there any evidence that Hollie does like fame?

2 At the end of Scene 2, Emma accuses Charlie and Hollie of starving themselves “to get famous”. Is she right?

3 Why do you think that Charlie is so interested in media coverage of his fast?

4 During these three scenes does Charlie change? If so, how?

5 At the end of Scene 3, why do you think that Jack, Bor, Kate and Zoe look at Charlie with “dismay”?

Resource Sheet 5a

How to do well in your improvisation

Level criteria / Note down what you will need to do to get the level you are aiming for
Level 6
Show empathy and understanding by speaking in different ways, using different gestures and movements.
Use role play convincingly to explore characters and relationships.
Level 5
Show insight into the play, its characters and their relationships by carefully choosing the way you speak, your gestures, and movements.
Show you can begin to keep up and vary your role and what you are trying to suggest to an audience.
Level 4
Express simple ideas about characters and situations, deliberately choosing how you speak and move and your gestures.
Sometimes vary your role and what you are trying to suggest to the audience.
Level 3
Show you understand the characters and their situations.
Speak, move and make gestures to create roles and suggest things to an audience.

Resource Sheet 5b

Assessment record: improvisation

Class: / Teacher:
Student / Level 3 / Level 4 / Level 5 / Level 6
Show you understand the characters and their situations.
Speak, move and make gestures to create roles and suggest things to an audience. / Express simple ideas about characters and situations, deliberately choosing how you speak and move and your gestures.
Sometimes vary your role and what you are trying to suggest to the audience. / Show insight into the play, its characters and their relationships by carefully choosing the way you speak, your gestures, and movements.
Show you can begin to keep up and vary your role and what you are trying to suggest to an audience. / Show empathy and understanding by speaking in different ways, using different gestures and movements.
Use role play convincingly to explore characters and relationships.

Resource Sheet 6a

Charlie’s rant

As Charlie rants, Jack, Bor, Emma, Kate and Zoe return from the counter with sandwiches and stand around Charlie’s table. Two by two, Chloe, Becca, Sophie, Dan, Shane and Scott lose interest, go to the counter for sandwiches and return to their old table. As spaces become vacant, Jack, Bor, Emma, Kate and Zoe sit with Charlie and stare as he rages.

Notes
Charlie: The papers are full of criminals and cheats. Where are the good people, the people who are trying to help? I mean, Hollie stole from a charity and even she’s not in here anymore. And look at this. (Reads.) ‘Amy wears three different outfits in one day.’ A famous person can change her clothes a couple of times. And that’s news? A famous person can change her own pants and do up her own shoelaces so put her on page seven. Oh, and this. Now this is fascinating. (Reads.) ‘Kelly rides home from TV show on a motorbike. After years of the limousine lifestyle, model and TV personality Kelly has bought a 1500cc motorbike’. So? I mean, if they had a dog riding a motorbike – or a monkey, or a dolphin – then put it in the papers. But a human? Oh, now this is gripping. (Reads.) Duchess braves sprained ankle to make public appearance. Alexandra, the queen’s third cousin, hid searing pain to meet hundreds of well-wishers, despite limping with a heavily bandaged ankle’. (Skim reads to himself for a second or two.) ‘Tripped on a stick.’ (Angrier.) Tripped on a stick? Trampled by reindeer and eaten by wild dogs I can understand. But tripped? On a stick? (Charlie turns the page and stares in disbelief; reads.) ‘Why I ditched TV talent show... and joined the secret service’? (Shakes his drooping head in disbelief. Pauses. Raises his head.) I... (standing) I stopped eating. I have not eaten for fourteen days. I have starved myself. (throws newspaper on ground) I have raised thousands of pounds for good causes. (Throws another newspaper on ground.) I have inspired others to do the same. (And another.) Not a mouthful. Not a bite. Not a crumb, not a sniff of a scrap, not a taste. And what do they put in the papers? (Shouting and tearing another newspaper into pieces.) I – ditched – TV – talent – show – and – joined – the secret – service. (Pause; his anger grows to a peak.) I’m bigger than all of them. My story is bigger – and better – and... even more better than all the rest put together. And they’re ignoring me.
He stands, breathing heavily, eyes closed. Slowly he calms and sinks down into his chair, hands over his face.
Charlie: Who reads newspapers anyway?

Resource Sheet 7a

Performance notes

Script from Act 3 Scene 2 / Performance notes
The canteen is empty now, except for Barb who is tidying up in the kitchen, Bev who is clearing tables, and Hollie and Charlie. / Charlie is defensive, but he really doesn't care about Hollie. The fast has made him dislike her.
Despite everything, Hollie is fond of Charlie but wants him to be apologetic.
Hollie: (sighs) Will it be alright? / Gentle; she is suggesting they have a shared problem.
Charlie: What? / Charlie pretends he doesn't know what she means.
Hollie: Everything. / She is reluctant to annoy Charlie so she is vague.
Charlie: Yeah. Course it will. / He tries to annoy Hollie by being casual.
Pause.
Hollie: Charlie?
Charlie: Yeah? / A bit nervous. She doesn't know how to get Charlie to talk calmly about the 'problem'.
Hollie: Did you tell the papers I was cheating? / Blurts it out nervously.
Charlie: No. / Hostile.
Hollie: Do you swear?
Pause. / Pleading.
Charlie: (quietly) No. / Suggesting yes without saying it.
Hollie: Eh? (silence) What do you mean, no? / Pretending she can't have understood.
Charlie: No, I don’t swear. I can’t swear.
Silence. / He's enjoying himself now.
Hollie: D’you think I’m ever going to speak to you again? D’you think I ever want to look at you again? / Still not angry. Still trying to tease him into apologising.
Charlie: No, probably not. / Laughing. Teasing.