ataahua o nga kupu
The way to get started is to quit talking and begin doing.
– Walt Disney
te ao Māori principles
There are five key principals that we as an English Department consider important as part of a holistic study at school. Please read through these and know that we will come back to them as we begin looking at texts.
- Kaitiakitanga: Guardianship of natural resources and elements of sustainability
- Rangatiratanga: Leadership, authority, Mana, empowerment, Respect
- Manaakitanga: The process of showing respect, generosity and care for others.
- Whanaungatanga: A relationship through shared experiences and working together which provides people with a sense of belonging.
- Tikanga: The customary system of values and practices that have developed over time and are deeply embedded in the social context.
Key Terms
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is the study of words, how they are formed, and their relationship to other words in the same language. |
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the origin of a word and the historical development of its meaning. |
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a category to which a word is assigned in accordance with its syntactic functions. |
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a word (other than a pronoun) used to identify any of a class of people, places, or things ( common noun ), or to name a particular one of these ( proper noun ).
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a noun or noun phrase that adds information (e.g. Hermoine Granger, a student a Hogwarts, is accomplished at spells) |
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a word used to describe an action, state, or occurrence, and forming the main part of the predicate of a sentence, such as hear, become, happen.
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a word used to connect clauses or sentences or to coordinate words in the same clause (e.g. and, but, if ). |
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word naming an attribute of a noun, such as sweet, red, or technical. |
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a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause, as in ‘the man on the platform’, ‘she arrived after dinner’, ‘what did you do it for ?’.
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a word or phrase that means exactly or nearly the same as another word or phrase in the same language, for example shut is a synonym of close. |
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a word opposite in meaning to another (e.g. bad and good ).
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each of two or more words having the same spelling or pronunciation but different meanings and origins. |
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each of two or more words having the same pronunciation but different meanings, origins, or spelling, for example new and knew.
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each of two or more words having the same spelling but different meanings no matter the pronunciation. |
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a letter representing a vowel sound, such as a, e, i, o, u.
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a letter representing a consonant.
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using a dictionary to give words meaning, or give the equivalent words in a different language, also obtaining information about pronunciation, origin, and usage. |
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the letters that form (a word) in correct sequence. |
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used to indicate either possession (e.g. Harry ‘ s book ; boys ‘ coats ) or the omission of letters or numbers (e.g. can ‘ t ; he ‘ s ; 1 Jan. ‘ 99 ). |
Learning Objectives
- Name and articulate how morphology affects words.
- Recognise that language has origins and stories (etymologies) eg Latin / Nordic etc.
- Use dictionaries to their full extent.
- Identify and discuss parts of speech.
- Incorporate accurate and effective choices of language in their writing.
- Recognise sound devices in writing.
- Explain the effect of language choices in writing.
- Identify the role of the apostrophe in writing.
- Spell words correctly using specifically taught structures and rules.
Exercises
Spelling
notion | recovery | adequate | demonstration | jacket | enterprise |
connection | poetry | myth | orange | rare | perspective |
absence | vary | militant | Islam | attach | headline |
fate | squeeze | amazing | formula | sustain | suitable |
knock | amid | gene | procedure | exciting | maroon |
Pangram
Remember, to become faster at writing, you should practise writing out the following phrase as many times as possible for 5 minutes.
- The five boxing wizards jump quickly.
Reading Warm Up
Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the activities. Use your English book for your written answers.
The people living in Aotearoa New Zealand come from various backgrounds, but many have one thing in common. At some point, a relative, drawn by the hope for a better life, decided to come here to live. It may have happened many generations ago. Or perhaps it happened more recently, in the past several decades. Maybe it was even your parents who made the decision to come to New Zealand.
When recent immigrants first arrive, life can be difficult. Most recent immigrants have one desire. They want to settle down and start living a normal life. However, it may take a while for this to happen. New arrivals are being bombarded constantly by words and images that are not familiar to them. The new information around them is nonstop. Many are too embarrassed to admit that they don’t know what is going on.
They are too uneasy to let others know they are confused. They fear being pitied, and they don’t want that kind of sympathy. For them, social occasions can seem like an important test or exam. They are afraid to go to parties or sporting events without knowing the right things to do and say.
That’s why, if you have recent immigrants in your school, it’s important to help them feel included. Look for ways in which you can help them feel they belong. Keep in mind that the last school they attended, or went to, may have been nothing at all like your school. They may be confused and might not know what is expected of them. You can help by being positive and friendly. Sometimes all it takes to make someone feel at home is a big smile and a warm welcome.
Questions
- Write the words that tell you what recently means. Write a creative sentence beginning Recently.
- Jot down the sentence that tells what most immigrants desire.
- Write down the things that are constantly bombarding immigrants. Then, tell what constantly means.
- Write down the word that means almost the same thing as embarrassed.
- Note the phrase that tells you what pitied means.
- In your own words, explain the two occasions in the piece. What is the definition of an occasion?
- Write a sentence that explains what included means.
- Write down the phrase that means the same thing as attended.
Wondrous Words (Part 2)
ataahua o nga kupu
Names tell stories.
Names give vital clues about a person. Creating a name for a character can be like writing a poem. Play with names. Collect interesting names of people, place names, name combinations etc. Collect them from class, from the community, from newspapers, sports, pets, wherever.
1. Write a short piece about your name.
Who gave you that name?
Why?
What is the story behind it?
Who do you share your name with?
Would you prefer another name? Why?
What is the sound / rhythm / shape / feel of your name?
Do you have nicknames?
This is a video from a British comedian called Stephen Fry. Not only was he very famous for his comedy shows, he is also very widely respected for his knowledge of the language. Here he is talking about the important elements.
Words in Texts
Each of the different genre of text types can have common word features. Some of these common features are:
- The use of technical words:
- Technical words are the specialist vocabulary related to the subject of the text. They can be proper or common nouns. For example, accelerator is the technical term for ‘the pedal that makes the car go faster’, and Geiger counter is the technical term for ‘machine to measure radioactivity’.
- The use of generalised terms rather than specific ones:
- With generalised terms the article the is not used frequently. For example, bicycles rather than the bicycle, and rain rather than the rain.
- The use of specific participants, places and events:
- These would be shown by capital letters. For example, Sir Edmund Hillary of New Zealand, and Six60 sold out Eden Park.
- The use of descriptive words such as adjectives and adverbs
- The use of a particular tense:
- Recounts are written in the past tense whereas explanations are usually written using words in the timeless present tense.
The following table summarises the usual language features of factual text types.
Homonyms
In grammar, homonyms is the given name for a category of two types of words – homographs, and homophones.
- Homographs: words that share the same spelling, regardless of pronunciation. For example:
- stalk (to hunt) and stalk (part of a plant)
- bark (of a dog) and bark (on a tree)
- sometimes they can be pronounced separately for example bow (as in bow and arrow) and bow (as in on a boat)
- Homophone: words that share the same pronunciation, regardless of spelling. For example:
- scene (in a film) and seen (past tense of see)
- grown (as in to grow) and groan (as in to make a noise)
- hall (as in large inside space) and haul (as in to carry)
The Parts of Speech Continued
Preposition
Nouns and Verbs are the building blocks of sentences, but where would we be without prepositions? If we had none of those little linking words like in, or on to help us find our position in our world, we would lose our sense of place. Try writing a preposition-free sentence, like the one you are reading now, and you will feel handcuffed, shackled, frustrated. Why? Because prepositions expand the horizons of our language; they lasso nouns and supply our verbs with directional thrust.
The term preposition refers to the ‘small words’ that usually relate two words or phrases to one another.
- Prepositions are words that show the relationship of one thing to another (eg. The computer is on the table)
- Prepositions usually precede nouns, pronouns, or articles (eg. I went with Peter)
- Avoid ending a sentence with a prepositions (eg Where are you working at?)
There are some prepositions that are recognised as the standard use of English. They are listed below.
Have you ever read a sentence (or written a sentence) that over uses prepositions? Look at this one
Examples
an abandonment of the contemporary vision of a community in practice grounded in the experience of the teachers.
The use of cybernetics for this purpose is not obvious, because cybernetics – a science first discovered in the 40s and 50s in the UK by Norbert Wiener and John von Neumann – implied to many critics in the socialist world an abandonment of the Marxist vision of a practice based in the experience of class struggle in favour of ‘system-neutral’, ‘value-free’ technocratic reason
In both examples, the repetition of prepositions allow the authors to cram in multiple concepts (abstract nouns usually) but rather than helping the reader to understand, it is more disorienting and bogs the reader down.
Conjunctions
Conjunctions are connecting words that join two or more sentences into a single sentence. They also join words, phrases and clauses. (more on them later)
Here is a list of examples of conjunctions:
and | although | but | because | for | however |
if | or | since | so | then | though |
unless | until | when | whether | while | yet |
Co-ordinating Conjunctions: Words that join two words or ideas of equal weight
- I adore eating fish and chips. Last time I ate them was when I completed my course and received a certificate. It was my choice whether we went to the movies or to ten pin bowling. My dad was in great pain, yet he didn’t complain at all.
Subordinating Conjunctions: Words that join a main clause (Independent) to a subordinate clause (Dependent). – a dependent clause needs something else to help it make sense, an independent clause does not.
- They played a soccer match although a storm threatened.
- I am going to the cinema whether you like it or not.
Connecting / Linking Words: Words that add flow and meaning to the sentences that follow them.
- Time: later, meanwhile, at the same time, finally, before, next, as soon as, now, after…
- Cause/Effect: therefore, because, as a result, consequently, furthermore, it is clear that…
- Comparison/Contrast: similarly, alternatively, in contrast, on the one/other hand, however, meanwhile, in the same way, comparatively speaking, of equal importance…
Exercises
Copy out these sentences and underline the coordinating conjunction.
- The student was running late so she started to run.
- Dad remembered to shut the door but he forgot to lock it.
- Jenna likes neither the hot weather, nor the cold weather.
- Leroy’s feet were tired for he had been walking all day.
- The police couldn’t find the car or the driver.
- Vacha studied all day yet still didn’t do well on the test.
Now complete the same exercise for subordinating conjunctions.
- Whenever the gate slams shut, the dog barks.
- The principal was cranky even though it was the end of term.
- We will stay at the playground until it hails.
- Charlotte would look after the little bird as long as needed.
- I will go wherever you go.
- It’s cold today though it’s still quite sunny.
Adverbs
An adverb is a word (or a phrase) that modifies another word. Usually, the word that an adverb modifies is a verb. But there are other examples. Here are options for recognising adverbs.
Adverbs that modify a verb: Some of the most recognizable adverbs give information about how an action happens. Because verbs are “action words,” it makes sense that many adverbs modify verbs.
Here is an example: Herr Liszt made a hissing sound through his teeth and his head shook angrily. (‘The Boy in the Striped Pyjamas’ by John Boyne)
The adverb ‘angrily’ gives more description to the action of shaking the head.
Adverbs that modify an adjective: Remember, an adjective is a word that describes a noun, and a noun is usually a person, a place, a thing or an idea. An adverb can often be used to make an adjective stronger or weaker.
Here is an example: I got a bit worried at that because Nanny wasn’t exactly a featherweight, but she seemed so tense. ‘All right,’ I said. (‘The Whale Rider’ by Witi Ihimaera)
Here, the adverb ‘exactly’ is describing the adjective ‘featherweight’ therefore making the adjective stronger.
Adverbs that modify another adverb: An adverb can change the degree or precision of another adverb.
Here is an example: He holds her—maybe a little too tightly, because she starts to squirm. (‘Unwind’ by Neal Shustermann)
Here the adverb ‘too’ affects the adverb ‘tightly’ which is describing how he holds her.
Adverbs that express a viewpoint: An adverb can also express a viewpoint or an opinion.
Here is an example: I hope Chris doesn’t mind my being chosen to do this instead of him, because he is a really good writer.
In this example, ‘really’ is an adverb showing an opinion.
By now you may have noticed that many adverbs—but definitely not all of them!—end with the letters -ly. That’s often a signal that a word is an adverb. But remember that there are some adverbs that don’t end in -ly, and there are also many other words that do end in -ly, but which aren’t adverbs! And finally, there are some words that can be adverbs in some cases and adjectives at other times, depending on how they’re used in a sentence. You need to look at the context that the word is in. You can always ask the ‘adverb questions’
Adverb Questions
Question 1: How?Example: How does he speak English? Answer: He speaks English fluently. (“Fluently” is an adverb, modifying the verb “speak.”) |
Question 2: When?Example: When did you write the essay? Answer: I finished writing yesterday. (“Yesterday” is an adverb, modifying the verbs “finished writing.”) |
Question 3: (For) how long?Example: (For) how long have you been learning English? Answer: For five years. (“For five years” is the adverb, well adverb phrase) |
Question 4: How often?Example: How often should I practice? Answer: You should practice daily. (“Daily” is the adverb, modifying the verbs “should practice.”) |
Question 5: Where?Example: Where do you live? Answer: I live nearby. (“Nearby” is the adverb, modifying the verb “live.”) |
Question 6: To what extent?Example: To what extent are you satisfied with the service? Answer: I am reasonably satisfied. (“Reasonably” is the adverb, modifying the adjective “satisfied.”) |
Verbs
To extend the analogy of the parts of speech being a little like the muscles of the language. A sentence is not technically a sentence unless it contains a verb. Not all verbs pack the same punch, however. Active verbs such as fling or exhale give your writing more vigour and interest. This is for three reasons:
- Strong active verbs give a sense of urgency to the writing by telling who did what to whom.
- Strong active verbs add force and complexity to otherwise boring sentences. For example the fire swept through the scrubland on the north side of the mountain. versus the fire was very big and powerful.
- Strong active verbs require better word economy – saying more with less. For example What is interesting about viruses is that their genetic stock is very meagre is made better through the use of a stronger verb and a fresh adverb: Viruses originate from a surprisingly meagre genetic stock.
Here is a great video on verbs. It explains things really well.
- regular and irregular
- finite and infinite
- person (first, second or third)
- number (singular or plural)
- tense (past, present or future)
- voice (active or passive)
Verbs can be:
- Regular verbs: keep the same morpheme or base word in the past tense. Examples of regular verbs are:
- I walk, I will walk, I walked
- I visit, I will visit, I visited
- Irregular verbs: do not keep the same base word or morpheme in the different tenses. Examples of irregular verbs are:
- I sell, I will sell, I sold
- I eat, I will eat, I ate
- Finite verbs: need to have a subject. Examples of finite verbs are :
- He spoke in a clear voice
- She sings in the choir.
- Infinite verbs: do not have a subject and usually have to in front of them, for example:
- to swim
- to run
- to eat
- Auxiliary verbs: verbs which going with other verbs. Common auxiliary verbs are had, has, have, must, shall, should, will, would, do, does, did. Examples of auxiliary verbs are:
- I will go to the shops
- It had been a long day
Verbs and Person
The subject of the verb must be
- the person speaking (first person)
- the person spoken to (second person)
- the person or thing spoken about (third person)
Depending on the subject, the verb will be in the first, second or third person. See the following example for the verb eat.
you eat (second person)
he/she eats (third person)
Verbs and Person
The verb will also be singular or plural depending on the subject:
- The boy eats his breakfast (singular)
- The boys eat their breakfast (plural)
- She runs every morning for exercise (singular)
- They run every morning for exercise (plural)
Verbs and Tense
Tense is used to tell us when the action takes place. See the following examples:
- Aroha washes the cat (present)
- Aroha washes cats (timeless present)
- Aroha washed the cat (past)
- Aroha will wash the cat (future)
- Aroha is washing the cat (present continuous)
- Aroha was washing the cat (past continuous)
- Aroha has washed cats (present perfect)
- Aroha had washed cats (past perfect)
- Aroha will have washed cats (future perfect)
- Aroha has been taught by her father (present, perfect, continuous)
- Aroha had been taught by her father (past, perfect, continuous)
- Aroha will have been taught by her father (future, perfect, continuous)
Verbs and Voice
When the subject of a sentence performs the action, the verb is in the active voice, however, when the subject of the sentence has the action done to it, the verb is in the passive voice. See the example
The gun was fired by Bill (passive)
Note how the active form of the verb makes the action ‘more alive’ whereas the assive form gives the sentence more of a serious tone.
Exercise 1
Fill out the following chart into your English book
To conjugate is to give the different forms of something. Have a go at conjugating these irregular verbs. The first has been done for you.
Exercise 2
Present |
Future |
Simple Past |
Present Perfect |
Past Perfect |
I ring | I will ring | I rang | I have rung | I had rung |
I do | I will . . . . . | I . . . . . | I have . . . . . | I had . . . . . |
I drink | I will . . . . . | I . . . . . | I have . . . . . | I had . . . . . |
I see | I will . . . . . | I . . . . . | I have . . . . . | I had . . . . . |
In some classes this term (and each term following) you will be reading through some texts together. This is part of a wider reading programme that you will be required to follow throughout the term.
Each chapter will have some questions on books that you may like to think about. If your class is not studying a text, you may like to look at these questions yourself.
- What type of text is it? (ie novel, short stories, poems etc)
- What is the name of the book?
- What image is on the cover?
- Based on the name and the image on the cover, what do you think the book is about?
- How does the blurb add to your knowledge?
- What is the genre of the story? (ie action, romance, adventure)
After reading the first chapter
- From whose perspective is the story told?
- Who do you think is the main character?
- What do you learn in the first chapter?
You may also like to try using Reading Circles of five people. Each person is given one of the following roles and you can work through the story together.
- “The Leader” – facilitates the discussion, preparing some general questions and ensuring that everyone is involved and engaged.
- “The Summariser” – gives an outline of the plot, highlighting the key moments in the book. More confident readers can touch upon its strengths and weaknesses.
- “The Word Master” – selects vocabulary that may be new, unusual, or used in an interesting way.
- “The Passage Person” – selects and presents a passage from that they feel is well written, challenging, or of particular interest to the development of the plot, character, or theme.
- “The Connector” – draws upon all of the above and makes links between the story and wider world. This can be absolutely anything; books, films, newspaper articles, a photograph, a memory, or even a personal experience, it’s up to you. All it should do is highlight any similarities or differences and explain how it has brought about any changes in your understanding and perception of the book.
An extract from King of Shadows by Susan Cooper
Tag. The little kids’ game, plain ordinary old tag, that’s what he had us playing. Even though none of us was younger than eleven, and the older ones were big as men. Gil Warmun even had a triangle of beard on his chin.
Warmun was “it” for now, the tagger, chasing us; suddenly he swung around at me before I could dodge, and hit me on the shoulder.
“Nat!”
“Nat’s it!”
“Go, go, go!”
Run around the big echoing space, sneakers squealing on the shiny floor; try to catch someone, anyone, any of the bodies twisting and diving out of my way. I paused in the middle, all of them dancing around me ready to dodge, breathless, laughing.
“Go, Nat! Keep it moving, don’t let it drop! Tag, tag!”
That huge voice was ringing out from the end of the room, Arby’s voice, deep as the sound of a big gong. You did whatever that voice said, now; you moved quick as lightning. For the Company of Boys, Arby was director, actor, teacher, boss man. I dashed across the room toward a swirling group of them, saw the carroty red head of little Eric Sawyer from Maine, chased him in and out and finally tagged him when he cannoned into a slower boy.
“Go, Eric, go—keep the energy up—”
The voice again, as Eric’s scrawny legs scurried desperately through the noisy crowd; then suddenly a change, abrupt, commanding.
“O-kay! Stop! That’s it! Now we’re going to turn that energy inside, inside us—get in groups of five, all of you, anywhere in the room. I want small boys with small, bigger guys together, each group matching.”
We milled about uncertainly. Small to medium, that was me. I linked up with two other boys from someplace in the South, a cheerful, wiry New York kid named Ferdie, and redheaded Eric, sticking to me as usual like a little shadow. Arby’s big hand came down and removed Eric straightaway.
“Pick guys your own size, Sawyer.” He replaced him with a bigger boy in unlaced high-tops and baggy jeans, with an odd face like a squishy pudding.
I’d seen him around, but I didn’t know him. Now there were four groups of five, and Eric left over. Arby put a consoling hand on his shoulder, and faced us all.
“Now cool it!” The voice boomed out, deep and hypnotic. He was holding Eric like a walking stick, like a prop; Arby was so completely an actor that sometimes you couldn’t tell where the division was between performance and real life.
“This company is a family, a big family,” he said. “Always remember that.
We shall be performing in a foreign country, we shall be absolutely dependent on one another, we must each be totally trustworthy.” He patted Eric absently on the shoulder, and Eric looked at his feet, embarrassed. But we were all listening, waiting.
Arby said, “The game you’re going to play now is an exercise in trust. Trust.
In each group I want one boy in the middle, the other four close round him.”
The squishy-faced boy nudged me into the center of our group. I looked at him in surprise and he gave me an amiable, toothy grin, “Each of you in the middle,” Arby said, “shut your eyes, straighten your spine, turn yourself into a broomstick. Then fall, stiff, like a stick. Those of you round him, save him when he falls toward you, catch him gently, and gently push him toward someone else. Fall. .. and catch . . . fall. . . and catch .. . This is all about trust. The one falling must trust the catcher, the catcher must be trusted to catch. Go!”
I wasn’t too sure I liked this game, but I shut my eyes and leaned to one side, falling stiff as a rail. I found myself against someone’s chest, his hands touching my shoulders. For an instant my cheek was against his face, and then he was pushing me—I thought: Stiff, stay stiff, Nat—and like a pendulum I slanted toward the other side. And again hands stopped me, and gently shoved me back again.
So it went, like music in its rhythm, and it was fun. The feeling of giving yourself to other people, people you couldn’t even see, flicked me back to being a very little kid, when my mother was still alive. I couldn’t remember much about her, but I did remember how safe she made me feel.
The room was quiet; there was only the soft sound of hands brushing clothes, and feet shuffling a little, and a murmur of pleased surprise sometimes that must have come from the boys in the middle. Maybe from me. Arby’s deep voice was a soothing background: “Fall . . . and catch . . .
fall. . . and catch . . . Good, that’s the way. Feel the trust…”
Then, falling, waiting for the reassuring hands to save me, I found myself not saved but still falling, and I shouted in alarm and stumbled, clutching for support, opening my eyes. I caught a look of mischievous glee on the face of the pudgy boy, as he grabbed me up just before I could hit the floor.
“Wow, sorry!” he said, grinning, mocking—and then his face crumpled into shock as a thunderbolt hit him.
“Out!” Arby was shouting. “You—out of this company! Go home!”
“It was just a joke,” said Pudding-face, appalled. “I didn’t mean—”
“You meant exactly what you did—playing your own little trick. We don’t play tricks here, feller. Nothing is more important than the company, nothing is more important than the play. You betrayed a trust and I don’t want you here. Out! Go pack your things!”
Pudding-face shambled out of the room, without a word. Someone told me afterwards that he was a wonderful actor; Arby had recruited him from a school in Cleveland, specially to play Bottom in A Midsummer Night’s Dream. But back to Cleveland he went, the very next day. We never saw him again.
“Trust,” Arby said softly, into the startled silence of the room. “Remember it. Someone else in the center, now. Keep going.”
He pushed small Eric gently into the center of our group, in spite of his size, and Eric gulped, closed his eyes and stiffened his back. The game went on.
There were twenty-four of us in the company altogether, if you counted Arby, his partner Julia, Maisie the stage manager, and Rachel the voice coach. The rest were all boys. The Company of Boys, chosen by Arby and his committee from schools and youth theaters all over the United States.
We were all shapes and sizes and ages, up to eighteen. The only thing we had in common was that by accident or experience or both, we all knew how to act. Supposedly we were the best young stage actors in the country.
We had one other thing in common, too. Most of us were pretty weird.
When you think about it, a normal kid wants to watch TV or movies, videos or computer games: there’s something odd about him if instead he’s more interested in the stage. And we were all crazy about it; crazy, and confident that we had talent. Arby had made sure of that when he first interviewed each of us, last winter.
Now it was summer. By bus or train or airplane, we’d all been brought to this school in Cambridge, Massachusetts, to rehearse two plays by Shakespeare together. Some rich theater nut had left money in his will to have Shakespeare’s plays performed the way they were four hundred years ago, when he first wrote them. There were no actresses in the theater in those days; the women’s parts were all played by boys whose voices hadn’t broken yet. Some of the theater companies were made up of men and boys, some just of boys. Like ours.
And when we’d rehearsed for three weeks, the rich man’s money was going to fly us across the Atlantic to London, to perform at the new Globe, a theater that was an exact copy of the one the plays were first acted in, four centuries ago. We were going into a kind of time warp. My dad would have thought that was really cool: he was a big Star Trek fan. But I try not to think about my dad.
Arby called a break for lunch. That meant going down to the cafeteria of the school zzz where we were working. Ferdie walked with me—not that he ever really walked, offstage; it was more a sort of spastic bouncing jive. He draped one arm briefly over my shoulders.
“That was severe, man. If he chops guys for little things like that, he’s
gonna have my ass in a week.”
“I feel bad about it.” I was remembering the horror on the pudgy boy’s face, as Arby banished him.
“He could’ve hurt you,” said little Eric self-righteously, shadowing me.
“Could’ve broken your back, if you’d hit the ground.”
“But he didn’t let me hit the ground, he caught me. Just a bit late.”
“Late is too late,” said Gil Warmun, behind us. He towered over our heads as we all went down the stairs. “The old man was right—nobody can mess with trusting. You kids remember that.”
“Okay, Dad,” said Ferdie cheerfully.
“I mean it. You feel bad about that guy, Nat? That’s dumb. He’s history and he deserved it. Grow up.”
“Grow up yourself,” I said, stung.
Arby’s big voice rang down the stairwell from above. The man was everywhere, like God.
“Read-through of the Dream in forty-five minutes,
gentlemen,” the voice said. “And just bear in mind—this is going to be the most sublime six weeks of your lives, and the shittiest. In the theater, they go together.”
The first weeks were certainly that kind of mixture. Even that first day. It wasn’t literally the first day, because we’d had a rather muddled week of “orientation,” but it was the beginning of serious rehearsal.
For the reading, Arby went on with his game pattern. He had us all sit cross-legged on the floor in a big circle, with our scripts, and he sat in the middle with a soccer ball in his hands. He threw his ball at each of us in turn, and when you caught it you had to say in a loud clear voice the name of the characters you were playing, then your own name and where you came from. Then everyone said hi to you. Then you threw the ball back.
We’d been through this whole exercise once already, on the day we arrived, but I have to admit it was helpful to do it again.
The ball came at me, stinging my hand as I caught it.
“I’m Puck in A Midsummer Night’s Dream, Pindarus in Julius Caesar. Nat Field, from Greenville, South Carolina.”
It was Eric’s turn.
“Eric Sawyer. From Camden, Maine. I’m Mustardseed in A Midsummer
Night’s Dream, and Cinna the Poet in Julius Caesar”
We chorused, “Hi, Eric!”
“Character names first,” Arby said. “They’re more important than you are.”
Little Eric flushed. Arby threw the ball at the next boy, a tall, brawny character in a black tank top and black jeans.
“Duke Theseus in A Midsummer Night’s Dream, Brutus in Julius Caesar.”
He had a voice as strong as Arby’s. “I’m Ray Danza from Chicago.”
“Hi, Ray!”
The boy next to him was tall too, but chubbier, with a mop of curly black hair like a floppy Afro.
“Starveling in the Dream, Caesar in Julius Caesar. Hy Schwartz from Los Angeles.”
“Hi, Hy—” and we all broke up, it sounded so silly. Everyone laughed except Arby.
“Get a haircut, Hy,” he said, and he went on throwing the ball.
I was having a good time all afternoon until the middle of the read-through, when Arby lit into me for going too fast. He’d already told me twice to slow down, and I’d tried, but I guess I was nervous. We all were, of course.
Everyone had a crystal-clear memory of the sudden end of Pudding-face’s career.
It was in Act Three, when Puck has a long speech telling Oberon how his queen, Titania, has fallen in love with a donkey. Oberon is pissed at Titania because she’s refused to let him have one of her servants, so while she’s sleeping in a wood, he squeezes the juice of a magic plant on her eyes that’ll make her totally obsessed with whatever person or creature she sees when she wakes up. (Oberon and Titania aren’t human, they’re the king and queen of the fairies—and if that makes you go “Haw-haw-haw,” you might as well stop reading my story right now.)
I started out:
“My mistress with a monster is in love! Near to her close and consecrated bower, While she was in her dull and sleeping hour, A crew of patches, rude mechanicals—”
“Puck!” Arby boomed from across the circle. “I keep telling you, will you slow down! We’re acting this play in England! It’s their language, it’s called English—you can’t help sounding like an American, but at least you can be in-tel-li-gi-ble.'”
“Sorry,” I said.
“A southern drawl has a certain charm,” Arby said. Everyone was looking at him now. He smiled his famous warm smile at me, crinkling his eyes— and then suddenly the smile dropped away and his face was sour. It was as if a light had gone out. “But a southern gabble is hideous. Vile. You sound like a cross between a monkey and a duck.”
There were some muffled sniggers around the circle. I wanted to disappear through the floor. From behind me a girl’s calm voice said, “It’s okay, Arby —we’ll work on it, Nat and I. Hey—you chose these guys for their talent, not their accents.”
It was Rachel Levin, and I could have hugged her. She was a student at the American Academy of Dramatic Arts, and she was attached to the company as Arby’s assistant and our voice coach; I guess they felt we’d be able to relate to her because she was so young. They were right. I glanced around at her and she shook her long hair back over her shoulders and winked at me. The light glinted on the tiny diamond stud in the side of her nose.
Arby looked at her expressionlessly for a moment; I was waiting for him to yell at her. Rachel looked calmly back. Suddenly he grabbed up his soccer ball, which was still beside him on the floor, and threw it violently right at her.
Rachel caught it, smooth as silk, though it rocked her backward. She smiled. “Voice coach and dragon’s assistant,” she said. “Rachel Levin, from Cambridge, Mass.” She tossed the ball back to Arby, gently, and the rehearsal went on.
“He’s so mean,” Eric said. “He’s mean to everyone. Is he always like that?”
Rachel was rummaging in her backpack. She laughed. “I don’t think so. He lives with Julia, and she’s quite the liberated lady.” She produced a glossy green apple from the backpack, took a big noisy bite, and passed it on to Gil Warmun.
“Don’t take it personally, Eric,” Gil said. “Or you, Nat. He just wants everyone to know who’s the boss.” He bit into Rachel’s apple and held it out to Eric. We were all sitting on the tired grass of the riverbank, beside the Charles River that flows slow and brown through Cambridge and Boston to the sea. Rachel had been hearing Gil and me do one of our Puck-Oberon scenes, and Eric was there because, well, because he was always there. It was a hot day, with only a whisper of breeze, and the air felt thick as a blanket. Joggers pounded by on the path a few yards away, glistening with sweat, and sometimes bicyclists whirred past them, perilously close. On the river, long slender boats zipped up and down, rowed by one oarsman or two, four or even eight; they were amazingly quiet, and you heard only the small smack of oars against water as the boats rushed by. Cambridge seemed to be a very competitive place.
I said, pointing, “Arby is like that!” A single oarsman was sculling furiously upriver, very close to our bank. As he came by you could see the intensity tight on his face, and hear the rhythmic gasps for breath.
“Obsessed,” Gil said.
“Yeah.”
“Nothing wrong with that, though. If he hadn’t been obsessed with getting a boys’ company to London, he wouldn’t have got the money from that millionaire, and we wouldn’t be going.”
“It’s not obsession,” Rachel said. She reached out and took the apple back from Eric, who was already into his second bite. “Not like crew. I know people who row—if you want to be really good at that, it has to be like a religion. But theater? It’s not a sport, it’s not about winning, it’s about people.”
“And applause,” Gil said, needling. “All those lovely hands clapping. That’s what we all like most.”
“Not true,” Rachel said.
He grinned at her. “An actor’s not much use without an audience.”
“There you go then,” said Rachel. “It’s about people.”
This wasn’t a real argument though, it was cheerful bickering. We all knew
Gil was as obsessed as anyone could be—in his case, with Shakespeare.
He’d read every single one of the plays, and knew huge chunks of them by heart.
“What I like best is the smell, backstage,” I said. I was thinking of the little theater back at home, where I’d played an evil little boy in a grown-up play last summer. It had been our space, my space, a kind of home. “Theater smell. Dusty. Safe.”
“Good word,” Gil said, sounding surprised. He reached out and gave me a quick pat on the shoulder.
“Safe,” Rachel said thoughtfully. On the brown water, a pair of mallard ducks paddled slowly past us, and she threw one of them a piece of apple.
The duck looked at her scornfully, and paddled on.
Eric said, “My mom thinks theater’s dangerous. My dad had to talk her into letting me come.”
Gil fingered his beard, looking at him deadpan. “She thought her beautiful little boy’d get attacked by nasty molesters? Not with that hair, kid.”
Eric looked uncomfortable. “She’s . . . religious.”
“Arby had to do some convincing, with the younger boys’ parents,” Rachel said. “They couldn’t understand why they couldn’t go to London too.”
“Why couldn’t they?”
“This company is a family!” said Gil, in a perfect imitation of Arby’s booming voice. “Families only have one set of parents!”
Eric looked at me. “Did yours care?”
“My what?”
“Your parents, did they get on your case?”
Oh please. I came here to get away from this. I thought I could get away from this.
I said, “I don’t have any parents.”
They all stared at me. Those faces stunned out of movement for an instant, they always look the same. An eight slid past us on the river; I could hear the rhythmic creaking of the oarlocks, and the small splash of the oars.
“Oh, Nat, I’m sorry,” Rachel said.
“I live with my aunt. She didn’t mind me coming, she thought it was a great idea.”
Don’t ask me, please don’t ask me.
Eric asked, direct, young, a hundred years younger than me: “Are they dead?”
“Yeah.” I got to my feet, quicker than any of them could say anything else.
“I gotta go pee—I’ll see you back at the school.”
And I was off, escaping, the way you always have to escape sooner or later if you don’t want to be clucked over and sympathized with and have to listen to all that mush, or, worse, have to answer the next question and the next and the next. If you have to answer questions every time, how are you ever going to learn to forget?
It would be better in London, it would be better in the company; I wouldn’t be Nat there, I would be Puck.
Taken from “https://us.macmillan.com/excerpt?isbn=9781250059291”
Ko te reo te tuakiri | Language is my identity.
Ko te reo tōku ahurei | Language is my uniqueness.
Ko te reo te ora. | Language is life.