a study guide to hating alison ashley

Hating Alison AshleyA Novel by Robin Klein

A Student Study Workbook

Name: ____________________

Text Response - WorkbookHating Alison Ashley – by Robin Klein

Year 7 & 8 English

Table of Contents:

Page/s Contents Page/s Contents

1 Cover 2 A study Guide – Chapter 10

3 Table of Contents 23 A study Guide – Chapter 11

4 About Hating Alison Ashley and author biography 24 A study Guide – Chapter 12

5-7 A study Guide – Chapter 1 25 - 26 A study Guide – Chapter 13

8 A study Guide – Chapter 2 27 A study Guide – Chapter 14

9 - 10 A study Guide – Chapter 3 28 - 29 Portrait Gallery & Character Analysis

11 - 13 A study Guide – Chapter 4 29 - 30 Six Column Vocabulary Organiser

14 A study Guide – Chapter 5 31 -32 Style of Writing

15-16 A study Guide – Chapter 6 33 - 36 Weekly Assessment Tasks

17 - 18 A study Guide – Chapter 7 37 Annotated ACARA Text Response

19 - 20 A study Guide – Chapter 8 38 Text Response Prompts

21 A study Guide – Chapter 9 39 Assessment Rubric

Copyright Glenvale Education Inc 2015 Page 2


Year 7 & 8 English

About Hating Alison Ashley

Hating Alison Ashley is a coming-of-age story about the dilemmas, feelings and emotions faced by teenagers in relation to peer rivalry, friendship and family relationships .It explores the life of fourteen-year-old Erica Yurken. As far as she’s concerned, her life sucks: her classmates are not in her league, her family is an embarrassment, her acting genius is not recognized and, to top it off, because of her name, she is nicknamed ‘Yuk’.

From the moment the perfect, blonde Alison Ashley arrives at school, it is clear that Yuk’s world is to become even more turbulent. Yuk has always felt superior to everyone at Barringa East, but the very beautiful, rich and smart Alison Ashley seems to have everything and be everything that Yuk has ever dreamed about having or being. Yuk daydreams about her life as a famous movie star—but reality bites back as she learns to deal with schoolgirl rivalries, first kisses, insecurity and misunderstandings on a journey to new discoveries about true friendship and family relationships.

Robin Klein (AUTHOR)

Born in Kempsey, New South Wales in 1936, Robin Klein has now had more than forty books published. She has eight brothers and sisters. Robin left school at the age of 15 and a year later published her first short story. She began writing full-time in 1981 after receiving a Literature Board Grant. Since then she has established herself as one of Australia's best writers for children and published more than 40 books. Many have been shortlisted for the Australian Children's Book of the Year Award, including People Might Hear You (1984), Seeing Things (1984), Hating Alison Ashley (1985), Halfway Across the Galaxy and Turn Left (1986).

Came Back to Show You I Could Fly won a Human Rights Award for Literature in 1989. It also won the 1990 Australian Children's Book of the Year Award, Older Readers, and was shortlisted for the 1990 Victorian Premier's Literary Award and the 1990 NSW Premier's Literary Award. This outstanding novel was named a White Raven book at the 1990 Bologna Children's Book Fair.

Her novel for older readers, The Listmaker, won the 1990 South Australian Festival Award for Literature.

In 1991 Robin Klein was awarded the Dromkeen Medal for her significant contribution to the appreciation and development of children's literature in Australia. Robin was the recipient of an honorary Doctorate (Doctor of Letters - Honoris Causa), from the University of Newcastle in 2004.

http://www.penguin.com.au/contributors/1022/robin-klein

Copyright Glenvale Education Inc 2015


Year 7 & 8 English

A Study Guide to Hating Alison AshleyA Novel by Robin Klein

Chapter 1 1. Why do you think the ordinary teachers often had ‘nervous problems’?

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2. ‘…a socially disadvantaged area…’ – What does this phrase mean?

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3. Describe the Eastside boys

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Draw a picture:



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4. Describe Miss Belmont

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Draw a picture:

5. Who teased Erica the most about her name?

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6. What happened to the medical supplies (6)?

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7. What is a hypochondriac?

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8. Who is the Principal of Barringa East Primary?

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9. What did Erica want to do in life?

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Activity – List all of the characters that we meet in chapter 1. Think of at least 2 words you would use to describe them.

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Year 7 & 8 English

Chapter 2 1. Put these events from this chapter in the order in which they occurred; - We are told Valjoy is 15 - We are told that Valjoy was named after Mum’s two sisters - Erica tells us a new freeway was built - Harley told his mother that he went for the interview - Jedda ‘calls’ a pretend horse race for Mum - We are told that ‘Barringa East was a messy patchwork sort of place’

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Activity – Erica goes into great detail to describe her family members. Draw a family portrait and underneath write a biography of each person. Include details such as colour of eyes and hair, hair length…



Year 7 & 8 English

Chapter 3 1. Based on Erica’s description on p17, what is your first impression of Alison Ashley?

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2. Fill in the blanks : Miss Belmont told Alison to sit next to ___________. Alison’s folder was

covered with beautiful grey and white ____________ paper. Erica said she had wanted to get

her ears ___________. Erica’s folder was a _______. Erica was ___________ of Alison because

of how perfect she seemed.

Alison had a slice of _________________ bread for lunch and had a ____________ drink bottle.

Margeart ___________ was a monitor in the ____________. _____________ had designed the

notice on the ___________ door. Erica ____________ Alison the sandpit area. Alison said she

doesn’t like _____________. Erica said it was not ____________ that her school was not

mentioned in the newspaper. Mr Nicholson knew the ___________ of every kid in the school.

After showing ________ around, Erica went back to the ________________.

Activity – Erica is hypochondriac. She always thinks she is sick even though she is not. There are many illnesses we can catch. Choose one of the following illnesses and write a 1 page report on it; *asthma, * diabetes, * epilepsy, * leukemia, * cancer (you may be asked to present this information to the class)

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Chapter 4 1. Describe the car that came to collect Alison from school. Who collected her?

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2. Who talks to plants?

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3. Why do you think Erica kept noticing negative things?

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4. What was Jedda’s horse float made of?

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5. What did the kitchen table look like?

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6. What are two things inside Erica’s fridge?

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7. Why is Erica ‘looking with hatred’ at what is in the fridge?

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8. What did Erica do when she went into her room?

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9. Why does Erica think ‘life was full of injustice’ (37)?

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Activity – Erica wishes she were Alison. If you could be anyone in the world, who would you be and why? What is it about their lives that appeal to you? What would you do for a day? (10 lines minimum)

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Spelling Chapters 1-4: Learn these spelling words for a spot test!

injustice, suddenly, probably, slammed, facial, investigated, furiously, elegant, conversation, sensitive, ornaments, manicure, varnish, chemist, perfume, disinfectant, certificate, hideous, fantastic, editor, equipment, capsules, impossible, murmur, defacing, territory, librarian, designed, stampede, desperately, polite, operating, hygienic, disadvantaged, extremely, immaculate, bedlam, complex, recover, trouble, bruise, forgive



Year 7 & 8 English

Chapter 51. What do you think of Erica when she says, “One agreeable thing about school was when

you had the chance to make everyone else in the grade look dumb”?

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2. Why does Miss Belmont send Erica to the office with her project?

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3. What do you think Miss Lattimore thinks of Erica?

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4. Do you think Alison shows off as much as Erica? Why / why not?

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Chapter 61. Do you think Alison took Erica’s pencil case home on purpose? Why/why not?

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2. Erica imagines that Alison has all sorts of negative responses to her house and family. Do you think she is right?

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3. In your own words, re-write one of the stories Erica tells about her family. Do you think Alison believes Erica’s stories? Why/why not?

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4. Why doesn’t Barry Hollis bash up Alison on her way over to Erica’s place?

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5. What does the last paragraph of this chapter reveal about Erica’s character?

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Chapter 71. What does Erica find so surprising about Alison’s admission that she is “not allowed to

smoke”?

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2. What do we learn about Erica’s true photography skills?

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3. How does Erica cope with humiliation?

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4. How could she have handled the situation differently?

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5. Why does Erica write Alison’s name down on her form?

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Chapter 81. What impression does Erica create of her Mum at the races?

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2. Do you think Alison put her folder in Erica’s bag on purpose? Why/why not?

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3. What do we discover about Alison’s family?

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4. What do you think of Erica’s response when Alison finally reveals something about herself?

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Year 7 & 8 English

5. Erica responds very strongly to being called ‘nobody’. What does this suggest about her need for approval?

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Chapter 91. What is significant about the game ‘Hats’?

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2. How do Alison and Erica compete with the clothes they have brought to camp?

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3. List activities they do on camp and how both Alison and Erica respond to them.

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Chapter 101. Does Erica’s homesickness surprise you? Why / why not?

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2. How does the author (Robin Klein) reveal that Erica is homesick without actually using the word? What effect does this have?

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3. Why does Erica lash out at Alison?

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4. In what ways are Erica and Barry Hollis similar?

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Chapter 111. Alison says, “I think Erica’s excuses are always original.” What does this reveal about

Alison’s opinion of Erica?

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2. What does Erica discover about herself during the rehearsal of the play?

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3. “My right hand twitched, and as though it had a mind of its own, picked up a pen.” What does this suggest about Erica’s future?

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Chapter 121. What is Erica beginning to discover about herself in this chapter?

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2. In the space below (or on a separate page), create an advertisement for the play performed at camp. Include information such as a title, venue, time, admission price and leading cast members.



Year 7 & 8 English

Chapter 131. Why does Erica find it so difficult to tell her mother the truth about the plays?

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2. Why is Erica shocked to see Alison looking so upset?

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3. What does Erica finally accept about herself on p. 158?

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4. Erica’s mum says, “I’d just hand in my notice if they expected me to work and miss out seeing you act.” What does this suggest about the value she places on her relationship with her children?

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5. What is the significance about Erica throwing her scripts in the bin?

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Chapter 141. Why does Erica forget all about the props? How do the other kids respond?

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2. Why is it easier for Erica to confess to Lennie?

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3. What is significant about his reaction?

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4. How does Alison save Erica?

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Year 7 & 8 English

Portrait Gallery and Character Analysis – Hating Alison Ashley

CHAPTER ONEErica Yurken Main character,

Yr 6 girlMrs Orlando School

SecretaryBarry Hollis Year 6 boy Mr Nicholson PrincipalMiss Belmont Year 6 teacher Mr Kennard Teacher

Choose three characters and complete the following table:

CHARACTER

APPEARANCE: (body shape/size, wardrobe, make-up, hair, gender,

age, ethnicity, etc.)

ACTION: (character traits, behaviour, body

language, gestures, facial expressions, mannerisms, etc.)

MOTIVES: (reasons for action / behaviours)

DIALOGUE: record significant

conversations

RELATIONSHIPS WITH OTHER CHARACTERS


CHAPTER TWOHarley Erica’s older brotherValjoy Erica’s 15 year old sisterJedda Erica’s 6 year old sisterMum Erica’s motherLennie Boyfriend of Erica’s mother


Year 7 & 8 English

OPINIONS: (of other characters about this

character)

Six Column Vocabulary Organiser – Hating Alison Ashley

VocabularyWord identity bullying jealousy prejudice assumptions stereotype

Sentence dictionary definition

State of being a

specified person or

thing; individuality

or personality

Part of speech noun

Synonym

characterpersonalityuniqueness

Antonymdifference

dissimilarity



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Picture or icon that

represents the word



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Style of Writing

The simile

A simile is a device that writers use to enhance the visual images they create for the reader. A simile compares an object or person to something else. Klein uses similes to create very vivid images of how people respond to the world around them. Similes make the character’s emotions much clearer because they allow the reader to visualise the expressions on people’s faces and the sounds they make.

Read the following similes and comment on why these images work so well in the context that Klein has used them. You may need to read the whole page to get an understanding of the scene.

p.24 “Mrs Cheale gave a little cry of delight, like a bird-watcher spotting a Red-kneed Dotterel in unfamiliar territory.”

Why is the bird watcher an appropriate comparison to Mrs Cheale? Why would a bird-watcher spotting a Red-kneed Dotterel in unfamiliar territory be filled with

delight? Can you imagine the sound they would make?

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p. 33 “She was watch Valjoy like an international chess champion to make sure she didn’t use too much nail-bonding solution.”

How would an international chess champion approach the game? Why is this an appropriate comparison? What does this simile suggest about the mood in the room?

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Year 7 & 8 English

Find 5 other similes in the novel and write them below…

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Themes

Create a Lotus Diagram of the major themes in the novel, e.g. envy, friendship, social status, family, egotism, etc. Find quotes from the novel that reflects the themes – include page numbers with the quote.

Context

Annotate the front cover of this workbook: what is the story about; where is the story set; who are the main characters; what happens; etc



Year 7 & 8 English

‘Hating Alison Ashley’ Assessment TaskRead the choices of tasks which follow and then select three that will enable you to win a game of noughts and crosses. You need to select three tasks which will form a straight line. You need to complete one task per week and hand it on Friday. All assessments tasks must be finished and handed in by Week 7.

6 8 27 1 45 3 9


9. Disadvantaged

Do some research to help you with the following questions:

What is a ‘socially disadvantaged area’? Who would decide that an area was disadvantaged? How is such an area distinguished? What are the consequences (good and bad) for the citizens of an area that is classed

as disadvantaged? Is your area disadvantaged – or is there an area nearby which is classified in this

way?

Write a report of your findings.(Yr 7 - 240 words; Yr 8 – 300 words)


Year 7 & 8 English


6. Letter

Imagine that you are Alison Ashley at the end of the novel. Write a letter to one of your friends from your previous school. Describe your experiences – and how you felt about them – at Barringa East.

(Yr 7 - 250 words; Yr 8 – 300 words)

7.

Read carefully the descriptions of the kitchens at Alison’s house and at Erica’s house.

Draw and label each of these rooms.

Which kitchen do you prefer? - make a list of the pros and cons for each to help you explain (in detail) your preference and the reasons for it.

You must use quotes from the novel to help support your costume choices.

8. Scenes not in the novel

Create a dialogue for one of the following scenes:

Alison and Barry when she is walking over to Erica’s house. (see p.66) Alison and her mother after Erica’s visit to Alison’s house. (see p.95) Erica and Valjoy when Erica returns from camp. Lennie and Mum in the car on the way home from the Drama performance. Alison and Erica two years after the novel has finished.

Your writing should be ½ (Yr 7) to ¾(Yr 8) page in length. Remember to use quotation marks. Try to use a variety of words to describe how the person spoke.

You may like to present this dialogue orally – select a partner to help you do this.


Year 7 & 8 English


1.

Imagine that you are a member of Erica’s class – but someone who is not a major character in the novel. Write a description – from your point of view – of Alison’s first day at Barringa East. What are your impressions of her? What do you think of Erica’s response to her?

Then put yourself forward to the school-camp. What do you think of Alison now?

(Yr 7 - 200 words; Yr 8 – 300 words)

2. Perfection

Write a reflective piece on the idea of perfection, using the following questions as a guide:

What is your definition of perfection? What is Erica’s definition of perfection? What do you think is Robin Klein’s (the author’s) understanding of perfection? What do characters in the novel do to try to be perfect? Is Alison perfect? Why / why not? Why do they try to be perfect? Do you try to be perfect? Have you achieved perfection in any area?

300 words

3.

Costume Design

You have been asked to design the costumes for a play version of Hating Alison Ashley. Choose one of the main characters and design a series of costumes for them throughout the story. Each costume design should have a short explanation of why you have designed it this way. You must use quotes from the novel to help support your costume choices.


Year 7 & 8 English


4. Use of metaphor and simile

Robin Klein uses a lot of similes and metaphors in her descriptions. These help to bring the characters to life and they provide information which allows the reader to visualise people, places and actions.

Some examples:

‘Everyone sat as still and quiet as new Derwent pencils in a box.’ (p.4)

‘’She seemed to have eyes like a fly.’ (p.5)

‘…the one with the head like a hard-boiled egg sliced off at the top.’ (p.54)

‘Only fools would choose to hang around when volcanoes are about to erupt.’ (p.71)

‘Alison Ashley slept like an angel on a cloud.’ (p.119)

Find 10 (Yr 7) or 15 (Yr 8) more examples of metaphors or similes used throughout the text. Illustrate 5 of these, combining the real situation with the idea contained in the metaphor/simile.

Eg. You could draw a tin of Derwent pencils with the heads of students as the top of the pencils (what expressions would the students have on their faces?)

5. Family

Find as much information as you can about Erica’s, Alison’s and Barry’s families.

What are the main differences?

Which family is happiest? Why? How do you know? – quote evidence from the text.

If you had to join one of these families, which would you choose? Explain your reasons in detail.

(Yr 7 – 250 words; Yr 8 - 300 words)


Year 7 & 8 English

Annotations:*Analyses how an author uses language features and vocabulary to present characters and events.

*Selects and uses evidence from a text toexplain their response to it.*Compares and analyses informationabout characters and events in a text,explaining literal and implied meaning.*Contributes to discussions, clarifyingcontent and challenging others’ ideas.*Shows how specific details can be used to support a point of view.*Creates a detailed text, elaborating on key ideas.*Demonstrates understanding of grammar including complex sentence structures.*Makes considered choices from an expanding vocabulary to make evaluative comments, for example ‘entertaining’, ‘detailed’, ‘thrilling’.*Edits work for clarity and

persuasive effect.

ACARA work sample- Australian Curriculum



Year 7 & 8 English

Assessment Task - Text Response Essay

Outcome: To develop and justify a detailed interpretation of the text Hating Alison Ashley by Robin Klein, by responding to one of the following essay topics:

1. Hating Alison Ashley reveals the problems that can occur when people feel they don’t ‘fit in’ to the rest of their community. Discuss with reference to the different characters in the novel.

2. Our families have a huge influence on who we become. Discuss.3. Hating Alison Ashley shows that it is not wise to make judgments

about people based on first impressions and outward appearances. Discuss with reference to the characters in Hating Alison Ashley.

4. The story of Hating Alison Ashley is about friendship and discovering yourself. Do you agree?


Text Response Essay – Assessment Criteria Rubric Name: ___________________________

Criteria for assessment High (5) Medium (3-4) Low (1-2) Underdeveloped (0-1)

Audience

Construction of a sophisticated interpretation which demonstrates an

understanding of ways in which the text is open to different interpretations by

different readers.

Construction of a general to well-developed interpretation, demonstrating

knowledge of ways in which the text is open to different interpretations by

different readers.

Some evidence of an ability to construct a general response to the text and identify a possible interpretation.

Little evidence of ability to construct a general response to the text or to

identify an interpretation.

Text Structure / Sentences and

Paragraphs

TEEL structure used effectively including the use of clear topic sentences. Evidence

is clearly presented. Relevant quotes embedded seamlessly to support ideas. Explanations are relevant to the point.

The writer clearly and consistently draws the link between each paragraph and the

topic/prompt. All sentences and paragraphs are complete and well-constructed. A variety of sentence

structure and length exist in the response.

TEEL structure mostly used effectively including the use of topic sentences. Evidence is presented. Most quotes

relevant and sound attempts made to embed quotes. Explanations are relevant to the point. The writer mostly draws the

link between each paragraph and the topic/prompt. Most sentences and paragraphs are complete and well-

constructed. Some variety of sentence structure and length exist in the

response.

TEEL structure sometimes used including the use of topic sentences. Some

evidence is presented. Quotes not included or not embedded. Explanations

are mostly relevant to the point. The writer makes some links between each paragraph and the topic/prompt. Some sentences and paragraphs are complete

and well-constructed. A limited variety of sentence structure and length exist in the

response.

Limited or no use of the TEEL structure. Paragraphing needs lots of work and

sentences need to show some variety of structure and length. No quotes used to

support ideas.

Knowledge of the text and

Ideas

Complex discussion and critical analysis of the structures, features and

conventions used by the author to construct meaning. Complex analysis of the ways in which social and historical

context, character development, themes and cultural values are embodied in the

text.

Well-developed discussion and sound analysis of the structures, features and

conventions used by the author to construct meaning. Identification and

exploration of the ways in which social and historical, character development,

themes and cultural values are embodied in the text.

Generalised discussion of the structures, features and conventions used by the

author to construct meaning. Identification of a way in which social and

historical, character development, themes and cultural values are embodied

in the text.

Little, if any, identification of the structures or features or conventions

used by the author to construct meaning. Little, if any, identification of a way in which social and historical, character

development, themes and cultural values are embodied in the text..

Organisation / Cohesion

The writing is intelligently planned, reflecting evidence of effective

brainstorming, planning, revision and time management.

The writing is logically planned, reflecting evidence of appropriate brainstorming,

planning, revision and time management.

The planning of the writing needs to be improved with more active use of the brainstorming, planning and drafting

process. Time management needs to be improved.

The writing is poorly planned, reflecting minimal use of brainstorming, planning

and drafting processes. Poor time management.

Language / Vocabulary /

Written Expression

All ideas are expressed in a fluent, sophisticated manner using relevant,

expressive and genre-specific language.

Most ideas are expressed in a fluent manner, using relevant, expressive and

genre-specific language.

Some ideas are expressed using relevant, expressive and genre-specific language.

Vocabulary lacks relevant, expressive and genre-specific words. Ideas are expressed

in a basic manner and/or numerous errors of expression are evident.

Punctuation and Spelling

Accurate use of applicable punctuation marks, enabling fluent and efficient reading and the development of a

cohesive text. Writer has no spelling errors.

Adequate use of applicable punctuation marks, to assist a paced and controlled

reading and the development of a mostly cohesive text. Writer has 1-3 spelling

errors.

Some use of applicable punctuation marks, to assist a paced and controlled

reading and the development of a partially cohesive text. Writer has 4-6

spelling errors.

Limited use of applicable punctuation marks, to assist a paced and controlled

reading or develop evidence of cohesion in text. Writer has more than 6 spelling

errors.

Total /30 Percentage % Grade

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