‘The Weight of Water’ by Sarah Crossan – children’s fiction for June

Regular readers of my blog will know that I am a huge fan of children’s literature. I aim to read and review at least one children’s book every month, so here is my offering for May.

The Weight of Water imgThis was the third book I read last term with the children’s book club at my daughter’s primary school. It was something of a risk as it’s not conventional either in its subject matter or its format. But having read Time Travelling with A Hamster with them (which they loved) and The Snow Spider (which many of them were lukewarm about), I felt they were ready for the more complex themes and the quirky format. The kids in my book club are 10-11 and it’s well-known that children tend to like reading about characters who are a couple of years older. The central character in this book, Kasienka, is 13, so that fits, although some of the themes are quite mature. For example, she mentions her periods, puberty more generally and her feelings about a boy at school, which had some of my book club attendees sniggering! That could have been down to the group situation, however, and read alone or with a parent, this might actually be an opportunity to have a proper conversation with a child about such issues.

The book starts with Kasienka and her mother leaving Gdansk, Poland, with just a suitcase each. They are travelling to England to join Kasienka’s father, who left some months earlier. They are heading for Coventry, as they know he is somewhere in that city, but they have not heard from him for some time and have no address for him. There are clearly two things going on here: firstly, there is the immigrant experience, people leaving their home country in search of a better life, but there is the sub-text also of the mystery of the father’s departure and possible marital issues between Kasienka’s parents.

When Kasienka and her mother arrive in England they find themselves in a dingy bedsit, living amongst other immigrants, including Kanoro, a Kenyan doctor working as a hospital porter. Kasienka is placed in a local school, but is put down a year because of what are perceived to be her inferior language skills. She is resentful at this humiliation not only because she finds the schoolwork very easy, but also because she struggles to be accepted amongst the girls of her own age. Parents of teenagers will know there is usually quite a maturity difference between 13 and 11/12 so one can only imagine what it must have been like for Kasienka to be placed in this situation. There is a sense that the authorities at the school do not necessarily have her best interests at heart either, that perhaps they feel the additional demands placed upon them by immigrant pupils are a burden. There is a feeling that Kasienka is being made an example of.

Kasienka finds her relief in swimming, it is where she feels free and where she feels equal, and it is where she is able to prove herself to her enemies from school. It is also where she begins a relationship with a boy from school, William. There is some kissing here, which the kids in the book club found deeply amusing!

The second strand to the book is the search for Kasienka’s father. Her mother sets about the task with great energy, knocking on doors, marking off the streets on the map as they go. Kasienka is doubtful about this work and you sense early on that she realises long before her mother that her father does not want to be found and that they would be better off giving him up. They do eventually find him, with a new (English) partner and a baby. Kasienka then has to cope with her mother’s depression and despair. Things do work out in the end for them but the themes are clearly quite challenging. The book club coped well with it and particularly enjoyed the occasional minor swear word!

A word on the format, which is quite unique. It’s written in verse form, although it flows more like prose and each chapter is very short, with each topic covered as an extended poem. This makes it quite powerful. Here is an example of one of the early chapters, entitled ‘Mistaken’, when Kasienka is beginning to realise the scale of the challenge facing them in their new life:

“When Mama said

‘We’re going to England,’

I didn’t see myself

Alone.

I knew I’d be different,

Foreign.

I knew I wouldn’t understand

Everything.

But I thought, maybe, I’d be exotic,

Like a red squirrel among the grey,

Like an English girl would be in Gdansk.

But I am not an English girl in Gdansk.

I’m a Pole in Coventry.

And that is not the same thing

At all. “

I really enjoyed this book and my 11 year old daughter did too. It’s a good one for this age group so if you have a child transitioning from primary to secondary I’d recommend it for the holidays perhaps, particularly if you’re travelling abroad; it may help them to think about what it feels like to move to a foreign country.

#Top Ten tips for helping your teen with English Lit

read-515531_640Many households up and down the UK will be like mine this summer – tiptoeing around a teenager revising for their exams. In my household, my eldest is doing his GCSEs so this is our first experience of exams that really matter. It’s so hard for them and as a parent there is not a great deal you can do to help – which makes it hard for us too! At 16 they need to be working out their own best revision and study methods (definitely not the same as mine!) so although my heart is desperate to ‘help’ my head tells me that I need to step back and avoid interfering. Also, many of my son’s chosen subjects are areas I know very little about – Spanish, Russian – or have limited interest in – physics, electronics – or remember very little about – mathematics! So, beyond providing encouragement, food and drink, and making sure they’re getting enough sleep, what more can you do as a parent?

One area I can help with is English literature. It also happens to be the subject in which my son has least confidence (how? why?).  It’s difficult isn’t it – I have a degree of knowledge and expertise and can geneuinely help my child, but at the same time I don’t want to undermine my son’s confidence, or indeed alienate him, by coming across as some sort of expert, or for him to feel self-conscious with me. You know how sensitive teens can be!

So, I have given a great deal of thought in recent weeks as to how I can best help my son with his English Lit revision. Here are my top ten tips:

  1. Get to know their set texts yourself – feel it with them! I have re-read Michael Frayn’s Spies and re-acquainted myself with The Merchant of Venice this year. It has been very pleasurable for me and I’m hoping that some of my enthusiasm will rub off.
  2. Get hold of an audio or video version of the books – they need to know the texts well so there is nothing to lose by watching or listening to the texts being performed or read. I got a free audiobook of Spies with an Audible trial and borrowed  a DVD of The Merchant of Venice from the library. They may well have watched DVDs at school but it will do no harm to re-watch.
  3. Discuss the texts with them – have conversations with them about the books and talk enthusiastically. They don’t have to be big set-piece conversations, you could have a 10 minute chat over dinner or in the car, which will be more memorable to your teen than a sit-down ‘session’.
  4. Read through their English notes – identify the key themes their teacher has directed them to learn about and understand these yourselves. You could also buy study notes booklets or there are various websites which give you textual study guides, such as the BBC’s GCSE Bitesize.
  5. Test them on examples from the text – it’s absolutely key that they can provide evidence for points they make – they have to illustrate with examples from the text. So, from Spies, I might ask for three examples of Keith’s controlling and bullying behaviour towards Stephen. It comes back to knowing the text really well, so if they can’t remember, re-read/listen/watch extracts to make sure they can recall the examples.
  6. Make a plan for yourself – I find that my conversations with my son are best done in shortish informal bites rather than scheduled sessions. He is more relaxed and therefore more responsive. It’s all a cunning ruse, however, because I have my own plan about what to discuss with him and when.
  7. Set questions for them – if you’re busy, work and have other children, helping your teen to revise can seem like an additional chore. So, if you find that on some days you simply don’t see them much, or there isn’t time for your revision chat, set them a question to answer. This will also give them practice in writing about their texts.
  8. Teach them how to mindmap – as a grown-up you will know how mind-mapping can be a great tool for committing things to memory or exploring an idea, even for the least visual among us. If they haven’t done mindmapping yet at school, get them a big piece of paper (flipchart or some old wallpaper) and a marker pen and do it with them. It can be done for themes as well as for plot and character (they MUST get the basics right so make sure they know all the key characters and how to spell their names correctly). Stick these on their bedroom wall, be creative, print out pictures or draw the characters, use different coloured pens.
  9. Help them to memorise quotes – it’s always useful to have a few key quotes up your sleeve so help them identify some (eg the “Hath not a Jew eyes…” speech from Merchant of Venice) and test them.
  10. Finally, praise. Your job now is building confidence.

 

If you have any other tips for helping your teen with English Lit revision I’d love to hear them. In the meantime, best of luck!

If you have enjoyed this post, I’d love for you to follow my blog by clicking on the link below or to the right, depending on your device.