WIXLIB

Boy Overboard Morris GleitzmanStyleNarrative, told in first person.Gleitzman has ensured the appeal of this story to abroad audience by creating characters andsymbols to which both sexes will be drawn.Questions What difference does the perspective fromwhich the story is told make? What if Bibi had told the story, or an adult? Inyour opinion, would it work?HumourQuestions How does Morris Gleitzman make use ofcomedy in a situation that is so grave andserious? Do you like the humour in the story? Whateffect do you think it has?SymbolQuestionsSport, particularly soccer, plays a key role in thisstory. Jamal’s fantasies about playing soccer givehim all sorts of positive feelings – hope, optimism,ambition, enjoyment. What does he have, in fact,to support his love of soccer? No equipment, noplaying fields, not many fully able players and agovernment that doesn’t allow the sport in the firstplace! Contrast that with Jamal’s sense of thepower of sport – bringing people together, fameand celebrity that equates with success andfreedom.Questions What power does it have? (eg: helping to forgetproblems, team building – inclusive, in realitysaves as well as endangers them often) Why are sporting heroes/identities soimportant? Why are the children deprived of sport? What does Jamal get out of his love for soccer? Follow the life of the soccer ball – where does itgo? What problems does it cause? What issignificant about the fact that it completes thejourney with Jamal? Who does it bring intoJamal’s life?While this strong symbolism of sport will make thestory especially appealing to boys, Bibi ensuresthat girls are not left out! Her passion for the sportis matched by her amazing skill – amazingconsidering playing soccer can be a lifethreatening crime in her country! Bibi is a verystrong female character – almost too willing tostand up to challenge. She vents frustration readilyto the point of exhibiting much greater aggressionthan most of the other characters. MorrisISSUES FOR EXPLORATIONEmotionEvery page in this story yields evidence ofemotion. The characters experience deep, strongfeelings and are often involved in situations thattake them to the extremes of very powerfulemotion. Grief, despair, anxiety, joy, depression,frustration – all are intensely felt at one point oranother. Simply tracing the experiences of onechosen character and listing the emotions he orshe reveals is a very worthwhile activity. Byskimming over the story to do this, significantissues are brought to light and these will generatemuch discussion and reflection. Find examples anddraw on dialogue from the text to illustrate emotion– for example on page 172: ‘I can’t move. I’mparalysed with relief and joy.’Jamal’s emotions are thrown into chaos as hecomes to terms with the reality that his parents arealive having mourned them as dead the last 24hours! Ask your students to put themselves in theplace or the shoes of one of the characters. Utilisedramatic techniques such as role-play, interview,speech and soliloquy to realise and delve intothese emotional depths.ResponsibilityWho takes responsibility in Boy Overboard for thesituation the characters find themselves in? Howdoes the weight of responsibility affect Jamal andhis parents? Whose responsibility are the problems– in their home country of Afghanistan, at sea inthe hands of smugglers and in a new countryreluctant to take them in? Are the adults behavingresponsibly? Are the children? Is the responsibilityshared or does it fall to one person/one group/onesection of society/ one government?ChallengeWhat challenges are faced by each individual –from farewelling their homeland to the shores of anew land? And what of the wider circle of peopleaffected by the lives of the central characters –family, new friends, other refugees on board theboat, countrymen and women left behind, people ina new country and community? Focus on thechallenges faced by refugees such as Jamal andhis family when they do make it ashore. If Australiatakes them in, what will happen to them? Whatfurther challenges must be faced before thefreedom and happiness they long for might beachieved?There’s so much more atpenguin.com.au/teachers4

Boy Overboard Morris GleitzmanConnectionsFocus on the candlestick that is so treasured byJamal’s family. Explore why it is meaningful andsymbolic for them. Discuss the connections peoplefeel with their ancestors, feelings of having a place,belonging somewhere or to someone. Ask thestudents to consider the judgements andassumptions others make about things that aremeaningful to them. Share thoughts about thedifferent cultural values, heritage, symbols andrituals that bring meaning to peoples’ lives.ContrastsThere is evidence of all of these things – crueltyand violence but also hope and optimism; injusticeand abuse but also kindness and fair play;frustration and suspicion but also trust andpersonal growth. For many of the negatives, apositive can be found to strike some sort ofbalance. The perception of ‘balance’ in oneperson’s eyes, may not equate to evenness toanother – it is all relative, especially to thecharacters experiencing life as they do in this story.Explore these contrasts. Is it possible to work outwhose side different characters are on? Againstsuch a rugged background, Jamal’s philosophyabout what is important in life is starkly simple.The Role of Girls and WomenBibi must have forgotten that girls aren’t allowed toleave the house without a parent. She must haveforgotten that females have to keep their facescovered at all times out of doors. And it must haveslipped her mind that girls playing soccer iscompletely, totally and absolutely against the law.(p4)This is a major issue that is highlighted in the storymany times by the dangers and injustices faced byfemale characters. Finding and discussingexamples of these will generate much discussion.Again, the level and situation of students will needto be factored in when utilising the opportunity toinvestigate a contentious topic.In Boy Overboard the pervasive role of thegovernment not just in politics but also in dictatingterms for everyday life is made clear. The degreeto which the government of Jamal’s homeland,Afghanistan, and the government of his desirednew homeland, Australia, encroaches on its peopleis interesting to think about. For girls and women inparticular, what they are prohibited from doing andencouraged to do reflects the expectations andassumptions about their rights and social purpose.Finding out more through wider reading andresearch will enable views to be shared anddiscussed with greater understanding.Girls playing soccer is a big crime . . . almost asbig as Mum and Dad running an illegal school athome. If the government finds that note, Mum andDad are in serious trouble. (p9)Human RightsThe rights of all people are called into question bythe experiences of refugees on this boat trip. Whathappens to them? How are they treated? Is this fairor unfair? Who has rights and who does not? Is italways possible to determine what is black andwhat is white about an issue? What are thecomplexities that create shades of grey? What ofthe Rights of Children in particular? Researchfurther by looking at the UN Convention’sNovember 1989 Rights of the Child, then considerthe treatment of Jamal, Bibi, Omar and Rashida inlight of your discoveries.WRITING ACTIVITIESGenreFocus on Boy Overboard as an example of a novelin a ‘realistic, contemporary’ genre. Have you readany other stories like this in the sense of being sotopical? Does it make a difference that the story isso ‘real’ and you are also seeing things on TV andreading about it in the news? Look within this storyto identify elements of other genres such astragedy or comedy. Write examples and explainhow Morris Gleitzman’s writing fits into thesecategories.ArticlesWrite in an analytical or expository style as aninvestigative journalist or contributing columnist.Find examples in current publications and writeyour own articles revolving around issues from thisstory. Boy Overboard lends itself particularly well toargumentative writing. Encourage students toresearch and discuss, examine differentperspectives and gather evidence to support anycontentions from a wide range of resources. Sharestudents’ writings to promote discussion andenable them to engage in active but informedcriticism of today’s world.Use the final chapter as a stimulus for writingThe Australian Government has changed itsrefugee policy they’ve revised the proceduresand protocols. There was an election in Australia.The Australian Government though they’d getmore votes by keeping you out. And they did.(p175). . . some people in Australia don’t want us. (p.176)But I don’t understand. Here’s a man who’s as kindas can be, from a country where people’s heartsare bigger than warm loaves, and yet some peoplethere don’t want us. (p.176)There’s so much more atpenguin.com.au/teachers5

Boy Overboard Morris GleitzmanHow do your students feel as individuals, as part ofa community, as part of a nation when they realisethe meaning of the book’s conclusion?Journal Compose excerpts from the travels of Jamal orany of his fellow passengers. Create a diary detailing part of Jamal’s parents’journey. Was it similar or in stark contrast? Write about the sinking of the ship or the rescueor other major turning point.ReviewWrite a review of Boy Overboard. Give yourresponse and opinion about Morris Gleitzman’swork in creating this novel. Note the age or type ofreader you think would enjoy the book.Personal, creative, imaginativeWhat does this story prompt you to write about?Are there experiences, feelings, discoveries andemotions stirred up by what you have read? Arethese positive or negative? Draw on them andallow yourself to write freely in response to or as aresult of following Jamal’s journey.From writing and discussion to drama Use role-play and improvisation to get into theminds of characters in this story. Who was onthe boat? What interactions and dialogue tookplace in situations of high tension? Whatthoughts and feelings were expressed orrepressed? Play the ‘What if . . .?’ game. Outline situationsthat occurred in the story (prior to or afterreading chapters) and ask students to consideralternatives. What happened? What could havehappened? What would have changed things?Act out your ideas. Use the students’ writing as a springboard toplan ‘interviews’ (on TV, radio, news bulletinsetc). Role-play using one or more characters(both ‘good’ and ‘bad’) who have an opportunityto air their concerns or talk about theirexperiences.FURTHER EXPLORATION Explore issues in Boy Overboard that are afocus in our media. How are they presented,discussed, debated and in what ways? Research immigration experiences. Monumentsand Museums focusing on Immigration. Research the history of Afghanistan – past tocurrent conflicts. Research the history of Australia in relation toimmigration – past policies to the presentdebate over refugees. Collate the references Jamal makes to thequalities and ‘character’ of Australia andAustralians. What image does he get? How?What is your reaction to that?There’s so much more atpenguin.com.au/teachers6

Boy Overboard Morris GleitzmanORDER FORMTITLEAUTHORISBNSCHOOLYEARRRPBoy OverboardMorrisGleitzman97801413083883–6 16.99Girl UndergroundMorrisGleitzman97801433004653–6 16.99OnceMorrisGleitzman97801433019505–6 16.99NowMorrisGleitzman97806700743725–6 19.99Help Around theHouseMorrisGleitzman97801437932363–6 16.99QTYTOTALTOTALPLEASE NOTE THAT PRICES ARE RECOMMENDED RETAIL ONLY AND MAY HAVE CHANGED SINCE THE TIME OF PRINTING.PRICES ARE GST MAIL:ACCOUNT NO.:PURCHASE ORDER NO.:PLEASE SEND ORDERFORMS TO YOUR LOCALEDUCATION SUPPLIER.There’s so much more atpenguin.com.au/teachers7

wild, dangerous and crazy.' Jamal's decision to 'go overboard' stems from his experiences growing up in a war-torn land. He wants to change his world and he has a grand plan. His passion for soccer will be the means to turn around his government, his country, and life for his family. But Jamal is about to embark upon an adventure