Resource Sheet 1

Resource sheet 1

Tea with Daphne

For the first time since the spear had hissed across the cabin, she breathed out.

Outside, Mau was beginning to wonder if something had gone wrong when there were some wooden noises and the ghost girl's head appeared over the side of the big canoe.

‘So kind of you to be punctual,’ she said, trying to smile, ‘and thank you very much for breaking the window, it was getting very stuffy in here!’

He didn't understand any of this, but she was very nearly smiling and that was a good thing. She wanted him to come into the wreck, too. He did so, very cautiously. The Sweet Judy had keeled over a bit when the wave had dropped her at ground level, so everything sloped.

Inside was just a mess, made of many different messes all jumbled up. Everything stank of mud and stale water. But the girl led him into another space, which looked at least as though someone had tried to clean things up a bit, even if they had failed.

‘I'm afraid the chairs all got smashed,’ said the girl, ‘but I'm sure you will find poor Captain Roberts's sea chest an adequate substitute.’

Mau, who had never sat on anything but the ground or a hut floor when he ate, edged his bottom onto a wooden box.

‘I thought it would be nice to get properly acquainted, since we haven't been introduced,’ said the ghost girl. ‘Obviously the fact that we cannot understand one another will be something of a drawback...’

While this gibberish was going on, Mau stared at the fire in its little cave. Steam was coming out of a round black pipe. Next to it was a flat round thing. Pale things on it looked like some kind of bread. This is a Woman's Place, he thought, and I don't know the rules. I must be careful. She might do anything to me.

‘...and the butter had gone runny, but I threw away the flour that had gone really green. Would you like some tea? I expect you don't take milk?’

(continued)

Resource sheet 1 continued

(continued)

He watched as a brown liquid was poured into a blue and white bowl. Mau watched it carefully, while the girl went on talking, faster and faster. How do you know what's right and wrong? he wondered. What are the rules when you are all alone with a ghost girl?

He'd not been alone on the Boys' Island. Oh, there hadn't been anyone else there, but he'd felt the Nation around him. He was doing the right thing. But now? What were the right things? The Grandfathers bellowed and complained and ordered him about and didn't listen.

He couldn't find the silver thread either, or the picture of the future. There was no picture now. There was just him and this girl, and no rules to fight the darkness ahead.

Now she had taken the bready things off the fire, and put them on another of the round metal things which he tried to balance on his knees.

‘Most of the crockery got smashed in the wreck,’ said the girl sadly. ‘It's a miracle I could find two cups. Will you have a scone?’ She pointed at the bready things.

Mau took one. It was hot, which was good, but on the other hand it tasted like a piece of slightly rotten wood.

She was watching anxiously as he moved the mouthful around in his mouth, looking for something to do with it.

‘I've done it wrong, haven't I?’ she said. ‘I thought the flour was too damp. Poor Captain Roberts used to keep a lobster in the flour barrel to eat the weevils, and I'm sure that can't be right. I'm sorry, I won't mind if you spit it out.’

And she started to cry.

Resource sheet 2a

Extract from Act One, Scene 7 (Lines 1–12 on pp 21–22)

Drums.The Raider Chief enters surrounded by

several otherRaiders. Enter more Raiders,

dragging with them the body of Cox.

CHIEF:What is this?

RAIDER 1:A gift from the sea. We fished this one from

the waves.

CHIEF:Is it living?

RAIDER 2:Yes. It is weak but there is a breath. What

shall we do with it?

CHIEF:Wake it. I will fight it. If it is strong we can

eat it before tomorrow’s raid. Half-bake we

are the Raiders. If you are strong I will do

you the greatest honour: I will eat you

myself. If you are weak, you will be turned

into a slave. What do you say?

Resource sheet 2b

Extract from Act One, Scene 7 (Lines 13–38 on pp 22–23)

Cox is woken up.

COX:Come Miss Ermintrude it’s not a morning to be in bed. I’ll open the curtains wide. See the blue sky and the green hills. What a glorious day the good Lord has sent us.

RAIDER 3:What language is that?

RAIDER 2:Keep away. The sea has spared his life and taken his wits.

COX:Come and play with my boy. Up you get Miss Ermintrude. Don’t keep my boy waiting.

RAIDER 4:What’s he talking about?

RAIDER 2:He’s talking to phantoms.

COX:‘Son? Son? What’s happening?’ ‘He’s got it too.’ ‘No. Don’t leave him.’ ‘He’s burning up. Russian Influenza. My son. I won’t lose him. He’s all I have. My boy. Boy. Boy. Boy.’ ‘See that dolphin out there on the waves Miss Fanshaw? Bang. Bang. Bang.’

CHIEF:Half-bake: I challenge you to a fight.

COX:Who’s that? Who’s speaking?

CHIEF:I am the Chief of the Raiders and I say: fight.

The Raiders circle around them and there is a ritual of drumming

and chanting.

COX:A fight is it? Is that what you want? Well that’s easy. I can win that.

Cox shoots the Raider Chief through the head. He dies instantly.

Silence.

RAIDER 1:He has the soul of Locaha.

COX:Got a taste for it now. What’s next? Who wants to die? Where’s the girl? Where is Miss Ermintrude Fanshaw? I want her to die.

Resource sheet 3a

Extract from Act One, Scene 8 (Lines 21–40 on pp 24–25)

On the beach below, Ataba enters. Enter Mau. / Ataba’s thoughts and feelings / Mau’s thoughts and feelings
ATABA: / Boy. Go and fetch your chief. Tell him we are here. Most on our island are dead. We few survived the wave.
MAU: / Sir —
ATABA: / Go boy. Fast.
MAU: / But sir —
ATABA: / Do not question me. I am high priest Ataba. Tell your chief —
MAU: / Sir. Ataba. We have no chief. I am all that is left of the Nation.
ATABA: / All gone? But this is our biggest island. The island of the God Anchors. Surely —
MAU: / Nothing.
ATABA: / Then who is to help us?
MAU: / I will do my best. And there’s —
Enter Daphne and Milton.
ATABA: / Ugh! Half-bake.
MAU: / Waggle her hand.
MILTON: / No bloody way. You’re bad luck.
ATABA: / Made from bad clay before Imo worked out how to make real people. Look. Crying.

Resource sheet 3b

Extract from Act One, Scene 8 (Lines 21–40 on pp 24–25)

On the beach below, Ataba enters. Enter Mau. / Advice for the actors on how to suggest the characters’ thoughts and how they feel about each other (consider: tone of voice, gesture, movement, action)
ATABA: / Boy. Go and fetch your chief. Tell him we are here. Most on our island are dead. We few survived the wave.
MAU: / Sir —
ATABA: / Go boy. Fast.
MAU: / But sir —
ATABA: / Do not question me. I am high priest Ataba. Tell your chief —
MAU: / Sir. Ataba. We have no chief. I am all that is left of the Nation.
ATABA: / All gone? But this is our biggest island. The island of the God Anchors. Surely —
MAU: / Nothing.
ATABA: / Then who is to help us?
MAU: / I will do my best. And there’s —
Enter Daphne and Milton.
ATABA: / Ugh! Half-bake.
MAU: / Waggle her hand.
MILTON: / No bloody way. You’re bad luck.
ATABA: / Made from bad clay before Imo worked out how to make real people. Look. Crying.

Resource sheet 4a

How to do well in preparing a performance – level criteria

Level criteria / Note down what you will need to do to get the level you are aiming for.
Level 3
Show understanding of characters or situations by using speech, gesture, and movement to help create roles and suggest things to an audience.
Level 4
Express simple ideas about characters and situations, making deliberate choices of speech, gesture, and movement. Sometimes vary your role and what you are trying to suggest to an audience.
Level 5
Show insight into the play and issues in it by carefully choosing the way you speak, your gestures, and movements. Show you can begin to maintain and varyyour role..
Level 6
Show empathy and understanding by speaking in different ways, using different gestures and movements. Use role play convincingly to exploreideas and issues.

Resource sheet 4b

Assessment record for improvisation

Class: / Teacher:
Student / Level 3 / Level 4 / Level 5 / Level 6
Show understanding of characters or situations by using speech, gesture, and movement to help create roles and suggest things to an audience. / Express simple ideas about characters and situations, making deliberate choices of speech, gesture, and movement.
Sometimes vary your role and what you are trying to suggest to an audience. / Show insight into the play and issues in it by carefully choosing the way you speak, your gestures, and movements.
Show you can begin to maintain and varyyour role. / Show empathy and understanding by speaking in different ways, using different gestures and movements.
Use role play convincingly to exploreideas and issues.

Resource sheet 4b continued

Student / Level 3 / Level 4 / Level 5 / Level 6

Resource sheet 5

Identify whether a character is European or from the Nation. Then try and match each character to a phrase they said in the play.

Resource sheet 6a

Put the characters below into rank order. The one with the most authority and the highest status should be at the top. Put the rest underneath in order of authority and status.

You could either number the characters 1–16 or you could cut the sheet into individual names and then move these cards into a rank order. If more than one character has the same status and authority then put them next to each other or give them the same number.

Roberts / Daphne
Ataba / Pilu
Foxlip / Locaha
Cox / Daphne’s grandmother
Daphne’s father / Milton
Milo / Cahle
Chief raider / Polegrave
Marisgala / Twinkle
Mau / Cox’s son

Resource sheet 6b

Extract from Act One, Scene 5 (Lines 61–78 on pp 19–20)

Grandmother:Ermintrude. What is this? / Grandmother:Ermintrude. What’s happening?
Daphne:I’m called Daphne now. / Daphne:I’m called Daphne now.
Grandmother:I’m sorry Ermintrude I didn’t hear that. / Grandmother:I’m sorry Ermintrude but I couldn’t hear what you said.
Daphne:I said — / Daphne:I said —
Grandmother:Ermintrude I don’t want you running wild with the little native boy. / Grandmother:
Daphne:He’s helping me. / Daphne:He’s helping me.
Grandmother:I’m catching very little of what you’re saying Ermintrude. Stand up straight. Remember manners and morals at all times. / Grandmother:I’m sorry Ermintrude, I couldn’t quite catch what you said. Please stand up straight and don’t forget to be polite and good all the time.
Daphne:Grandmama. Everyone else is dead. / Daphne:Grandmama. Everyone else is dead.
Grandmother:No matter. I lost a husband and three children and I never showed a moment’s emotion. Back into the shipwreck and study Burke’s and Mrs Beaton until you are rescued. / Grandmother:Oh dear. I lost a husband and three children and I tried to keep my feelings to myself. Could you go back into the shipwreck and study the books by Burke and Mrs Beaton until you are rescued?
Daphne:I’m working with Mau. / Daphne:I’m working with Mau.
Grandmother:I strictly forbid you to— / Grandmother:I’d really rather you didn’t—

Resource sheet 7

Read the dialogue in the box below. Polegrave and Foxlip are about to seize power. Use the space next to the script to write down your ideas about:

●how each character speaks and the attitudes that are suggested

●what impressions of the character the audience might get

●how the way the character speaks gives the audience those impressions.

Before you start, read the boxes below to find out what you need to do to achieve your target level.

Level 3 / Level 4 / Level 5 / Level 6
Point out and comment onways that at least two characters speak / Suggest why Mark Ravenhill makes characters speak the way they do. Choose at least two characters. / Explain the ways that characters speak and the likely effects on the audience. You must comment on at least four characters. / Analyse and explore the ways that characters speak and the likely effects on the audience. You must comment on all the characters.
From Act Two, Scene 4(lines 33–82) / Write your ideas on this side
FOXLIP:(Grabs Daphne) Now you lot do as we say or we shoot the girl.
MAU:No. She no belong you. She one of us. She of our Nation.
FOXLIP:Speakee Englishee yes?
MAU:I Chief.
FOXLIP:Ha!
MILO:You mustn’t hurt her. I want Daphne to be the woman of our Chief. Put down your weapon and fight me like a man.
PILU:Come back – he’ll shoot.
MILO:Fight. Fight. Fight.
FOXLIP:Back, savage.
MILO:Fight me!
Milo charges. Foxlip shoots, just missing Milo. Ataba steps forward.
ATABA:Imo watches here.
PILU:No – Ataba.
ATABA:Imo demands peace. What is your race? It is a half-bake land. Late to see the stars, late to travel the world.
DAPHNE:Ataba – come away.

Resource sheet 7 continued

ATABA:We are the first people. The wise ones. Imo smiles on us. See the light of Imo shining in me.
POLEGRAVE: What’s it saying?
ATABA:Listen to me. Forget your god and your anger. Share in Imo’s world. Feel the light of Imo pouring over you.
FOXLIP:I know what to do with you. (Raises gun)
DAPHNE:No.
ATABA:I have seen the home of the Gods. Nothing can hurt me now.
FOXLIP:Say goodnight. Here comes sleep.
Foxlip fires. Ataba dies instantly.
MILO:Old man.
MAU:He has killed our Nation’s priest. He did not see the world with my eyes. But still. There was a wisdom in his words. I am sorry for the angry words I shared with him. I respect and love him as if he were my father. I will take revenge.
Mau charges.
DAPHNE:No! Stop. Mau. They’ll kill you all. Mr Foxlip, Mr Polegrave: we forgive you for this death.
MAU:Daphne, they killed Ataba.
DAPHNE:Trust me Mau. You were frightened. Angry. I understand. It’s hard to work out who’s the enemy. You must be tired. I’ll take you to a place to rest.
POLEGRAVE: Very kind I’m sure.
DAPHNE:(To Islanders) I’ll take them to the women’s place. I’m sorry. There are many good white men. One day I hope you meet them. Follow me.

Resource sheet 8

The items below make up the structure of something. What do you think it is?

Remaining calm through security. / Knowing what time you have to check in.
Working out how long it will take to get to the airport.
Squabbling and sulking. / Making sense of instructions.
Arguing over how much can be spent in the expensive departure shop.
Setting the sat. nav. / Deciding what should go in hand luggage and what should go in the hold.
Stress.
Doing things in the right order at the right time. / Sunshine!

Resource sheet 9