NiE Lit 2017 (Vol 467)

Vol 467

WEDNESDAY 17 MAY 2017

Elementary Rules to live by Intermediate Standing up to the test Earn Your Band 6 The Mat Lajak menace

Tel: 03 7967 1388 Fax: 03 7955 4039 thestar.com.my/education

Supported by the Ministry of Education

Charting your own destiny >10

2

-NiE ,

17 MAY 2017

Elementary Poem

Note to the teacher

century learning skills

OUR children are riding the great wave of technology today. They now have facts and procedures at their fingertips.

Teachers have to equip their students with new skills that allow them to thrive in today’s global economy.

The activities in The Star’s Newspaper-in-Education pullout combine literacy skills with content to build this set of skills.

The key below indicates the skills integrated into the activities in this pullout.

Using your senses READ the poem entitled Grandma’s House. What do you think of the persona’s grandmother’s house? Although it is small, there are many things in it that make it feel cosy and interesting. But the best thing about it for the persona is the fact that her grandmother is there.

Grandma’s House Grandma’s house is very small just a bedroom and a hall

NiE Activity 1

and a parlour full of flowers lots of clocks to tell the hours

Critical thinking

and a kitchen with a cat fast asleep upon a mat

● Identify ● Reason

and a bathroom cool and white full of towels soft and bright

Creative thinking

and a front door with a bell and a garden with a well

● Imagine

and a place to sit and dream down beside a little stream.

● Identify

Grandma’s house is full of things things with wheels and things with wings,

● Recreate

things with spouts and things with handles, bells and books and fans and candles.

Communicating ● Oral

Grandma’s house is very small, But I love to go to call, and to share a pot of tea – just my grandmama and me!

● Organise

Creative thinking ● Imagine ● Brainstorm ● Connect

Collaborating ● Listen

Creative thinking

Critical thinking ● Reason

● Organise

● Imagine

Problem solving ● Recreate

Collaborating ● Contribute respectfully

● Research ● Recreate ● Present

Communicating ● Oral ● Non-verbal ● Written

What you can find (based on the poem)

What you may find (Picture from The Star)

Fan

Bedroom

● Invent

Communicating ● Non-verbal ● Written

Read the poem below and then complete the activity that follows.

The Meal

● Question

le Examp

● Contribute respectfully

NiE Activity 2

● Invent

Problem solving

● Non-verbal

The table below lists a few places in the persona’s grandmother’s house. In groups of four, complete the table with the things that can be found in each of these places, based on the poem. Then, look in The Star for pictures of other things that may be found in these places. Cut them out and paste them in the third column. Do this activity on a sheet of A3 paper.

Individually, decide which part of the house you like the most and why.

Write down your reasons on the paper.

Place in Grandma’s house

● Reason ● Measure

● Brainstorm

Problem solving

– Pamela Mordecai

Critical thinking

● Organise

Timothy Tompkins had turnips and tea.

The turnips were tiny.

He ate at least three.

And then, for dessert, He had onions and ice.

He liked them so much That he ordered it twice.

He had two cups of ketchup, A prune, and a pickle.

‘Delicious,’ said Timothy.

‘Well worth a nickel.’

He folded his napkin And hastened to add, ‘It’s one of the loveliest breakfasts I’ve had.’

– Karla Kuskin

Hall Parlour Kitchen Bathroom Garden

le Examp

A. Imagine that Timothy Tompkins

had a Malaysian breakfast. In groups of four, replace the food items in the poem with some popular Malaysian food. At least three of the food items (pictures or words) must be taken from The Star. Do this activity on a sheet of A4 paper. When you are done, cut out the picture of a person from The Star to represent Timothy Tompkins. Give him a Malaysian name. In a speech bubble, write down a comment he may have made about his breakfast.

Rozi Rozaiman had roti canai and teh tarik.

The roti was delicious.

He ate at least four.

And then, for dessert, He had nasi lemak and satay.

He liked them so much That he ordered it twice.

He had two cups of ___________, A _________, and a banana.

Best breakfast in the world!

Everyone should try it.

File picture

● Aural

B. Sometimes, writers use words Collaborating ● Listen ● Contribute respectfully ● Compromise ● Attain goal

that begin with the same letter sound in a single sentence. This is called alliteration. It makes the sentences more fun to read. An example of alliteration using the “t” letter sound is found in the first few lines of the poem.

Timothy Tompkins had turnips and tea.

The turnips were tiny.

He ate at least three.

In groups of four, use alliteration to complete the sentence below in three different ways. At least two words in each sentence must be taken from The Star. When you are done, write them down on the whiteboard. Finally, as a class, read the sentences aloud. Be mindful of your intonation! _________ ________ had _________ and __________.

le Examp

Fiery Fred had fish and fritters.

Sleepy Sally had salmon and sushi.

nie editorial manager: SHARON OVINIS senior nie executive: ROWENA CHUA writer: DR MALLIKA VASUGI layout designer: SHOBA illustrator: HASSAN BAHRI To order The Star for NiE lessons, call: Sundarrajan 03-7967 1388 ext 1437 or 016-288 3682 We welcome feedback; write to: Star-NiE, Star Media Group, 15 Jalan 16/11, 46350 Petaling Jaya or e-mail us at: starnie@thestar.com.my

-NiE ,

Rules to live by

Elementary Poem/ Short story

DO the lines in the poem entitled Don’t sound like those you often hear from your parents?

NiE Activity 1

Don’t Don’t do this, don’t do that.

Don’t scrape your plate.

Don’t tease the cat.

Don’t pick your nose.

Don’t suck your thumb.

Don’t scratch your head.

Don’t swallow gum.

Don’t stick your tongue out.

Don’t make that face at me.

Don’t wear your socks in bed.

Don’t slurp your tea.

Don’t touch your father’s records.

Don’t touch your brother’s glue.

Critical thinking ● Identify

● Reason

Creative thinking ● Imagine

● Invent

Problem solving ● Recreate

● Present

Communicating ● Oral

So many things I mustn’t – Whatever can I do?

● Written

Collaborating

– John Kitching

● Listen

● Contribute respectfully

A. Apart from the word “Don’t!”, your parents must have used

the word “Do!” when giving you instructions. In groups of four, write a poem of eight lines, each of which begins with “Do”. Write your poem on a sheet of A4 paper, using at least three words or one phrase from The Star. When you are done, recite your poem in class.

le Examp

NiE Activity 2 Critical thinking ● Reason

Creative thinking ● Imagine

● Invent

Problem solving ● Recreate

17 MAY 2017

B. In groups of four, choose three “Don’ts” from the poem. Write the lines down on a sheet of A4 paper. Then, cut out

Do tidy up your room.

Do sit up straight.

Do feed the goldfish.

pictures of three people from The Star that show them doing the actions. Paste them on the same paper. In speech bubbles, write down their responses. When you are done, display your work on the classroom notice board and take turns to comment on the work done by other groups. Do you agree with their responses? Why or why not?

le Examp

Don’t slurp your tea.

Don’t make that face at me.

Don’t touch your father’s records.

But the tea tastes so much better when you slurp it.

When Joel’s new teacher asks the class to write about their holiday experiences, Joel finds it difficult to even begin writing. Compared to his classmates’ accounts, his holidays seem rather boring. When his teacher tells him to make something up, Joel writes about wonderful things to make his holidays sound really exciting. Something weird then begins to happen and Joel finds his imaginary holiday experiences becoming real!

– And Something Weird Happened by Pamela Rushby

In groups of four, look in The Star for holiday destinations. Choose the top three destinations that all of you would like to go. For each destination, write down an activity that you would likely do, or a thing or person you are likely to see or meet. In another column, write down an imaginary experience related to the holiday destination. Use pictures or words from The Star to illustrate your points. When you are done, display your work. Have the class vote for the most exciting experience.

Holiday destination

Possible experience

Niagara Falls, Canada

Visit the Niagara Falls aboard the Maid of the Mist tour boat

Communicating ● Non-verbal ● Written

Collaborating ● Listen

● Contribute respectfully

Imaginary experience

le Examp

Go bungee jumping at the Niagara Falls

3

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-NiE ,

17 MAY 2017

INTERMEDIATE Novel

In the middle of nowhere

DURING their voyage to Australia where they plan to settle as missionaries, the Robinson family become shipwrecked and are cast on an island. Although deserted, it is teeming with plant and animal life. Here, Mr. and Mrs. Robinson, and their four young sons Franz, Fritz, Jack and Ernest, slowly adapt to their new life. They build a huge tree house, which becomes their new home. They learn new skills and obtain new experiences, some of which are dangerous. They remain united and optimistic, and manage to overcome their obstacles. A new family member is added when Fritz rescues Jenny Montrose, a victim of another shipwreck. When a ship arrives at the island 10 years later, everyone leaves except for Mr. and Mrs. Robinson. To them, the island has everything they need and it has become their personal Paradise or Eden.

– The Swiss Family Robinson by Johann D. Wyss (retold by Martin Powell)

Do you

NiE Activity 1 Critical thinking ● Identify

● Reason

Creative thinking ● Imagine

● Connect

Problem solving ● Present

Communicating ● Oral

● Written

Collaborating ● Listen

There are many kinds of animal life on the island, which has become home to the Swiss Family Robinson.

Some of these animals such as their dogs Juno and Turk were rescued from the shipwreck. While their encounters with some animals are helpful, others are extremely dangerous.

In groups of four, look in The Star for pictures of three animals that you think can be helpful in some way to the Robinsons on the island. Cut them out and paste them on a sheet of A4 paper. Then, draw a mind map showing the potential usefulness of the animals to the family. Present your work in class.

● Contribute respectfully

know?

Loggerhead sea turtle Ernest escapes sharks by clinging on to a loggerhead sea turtle. It is a reptile found in the Atlantic, Pacific and Indian Oceans, as well as the Mediterranean Sea. The weight of an adult loggerhead sea turtle is around 135kg but some of the largest turtles can weigh as much as 450kg. It has a lifespan of between 47 and 67 years, and is considered an endangered species.

Cape buffalo The Robinson family have a narrow escape when chased by a cape buffalo. It is also known as the African buffalo.

The largest ones are found in South and East Africa. The adult buffalo’s horns have fused bases, and form a continuous bone shield across the top of its head. It is considered to be dangerous. More than 200 people are gored and killed by the cape buffalo each year.

At the end of the story, Mr. and Mrs. Robinson decide to remain on the island even though they have the opportunity to be rescued. They say everything they ever need is on the island. What exactly did they mean by that? In groups of four, look in The Star for names or pictures of items (material or non-material) which, in your opinion, belong to the following categories.

● ● ●

Things we don’t want or need Things we want but don’t really need Things we really need

Find two items per category.

Then, cut them out and paste them in the correct column on a sheet of A4 paper. Provide reasons for your choices. Then, present your work in class, and have the class decide the top item for each category.

Avian flu, or the H5N1 This is a disease that affects birds, including poultry, and can endanger humans. We definitely don t want or need the avian flu.

Things we want but don’t really need

It would be nice to own this bracelet but it is not something we really need. The money can be used for so many other more important things.

Critical thinking ● Identify

● Reason

Creative thinking

le Examp Things we don’t want or need

NiE Activity 2

● Brainstorm

Problem solving

Things we really need

Every child has the right to education no matter where he comes from. Education is something we all need because it gives us the opportunity to have a better life.

● Connect

● Question

● Present

Communicating ● Oral

● Written

Collaborating ● Contribute ● Compromise respectfully

-NiE ,

INTERMEDIATE Novel

17 MAY 2017

9

Standing up to the test

WHEN the four Walker children – John, Roger, Susan and Titty – helped Jim Brading to moor his boat, which he named the Goblin, he invited them to sail aboard. Their mother agreed to it on condition that they stayed safely in the harbour and did not sail out into the open sea.

They were also supposed to come back in time for the arrival of their father Ted Walker, who was to return from Holland after an overseas posting. However, Jim forgot to fill up the petrol and rowed ashore in a separate boat to buy petrol, promising to return in 10 minutes.

Hours passed but Jim did not return. Meanwhile, a fog came down, the tide rose and the boat lost its anchor. Soon, the Goblin drifted into the open sea. John, who had to captain the boat now, decided that it was safer to hoist the sails and move further on rather than risk being wrecked. They sailed on amid a hazardous wind and stormy sea but managed to approach an unknown coast, which was Southern Netherlands. Along the way, they rescued a kitten, picked up a Dutch pilot who helped them and eventually arrived safely in Flushing, Holland, where they saw their father just about to leave for Harwich on a ferry. He joined them on the Goblin and together, they sailed back to England where they were reunited with their mother and with Jim Brading.

– We Didn’t Mean to Go to Sea by Arthur Ransome

NiE Activity 1 Critical thinking ● Identify

● Reason

● Brainstorm

Communicating ● Written

● Oral

Problem solving

Creative thinking ● Connect

● Present

● Recreate

Collaborating ● Listen

● Contribute

respectfully

In the story, the four children had not meant to go to sea but they ended up doing that. As the Goblin drifted into the open sea, without petrol and an anchor, it was impossible for them to turn back. They had no choice but to go on even though there were potential dangers ahead.

In groups of four, discuss situations in your personal lives where you could not undo a decision, even though the future held many uncertainties. On a sheet of A3 paper, write a brief description of at least two such situations. Use three phrases and one picture from The Star to describe the feelings associated with those situations. Then, share these experiences in class.

NiE Activity 2

The journey back for the four children was a much happier one than their initial unintended journey. The main reason was that they had their father with them this time.

John, the captain, sat in the cockpit, holding the tiller, while Daddy studied the charts and planned the way back to Harwich. How much easier it was, John thought, when you had someone else to tell you where to go.

Do you agree with John? Is it always easier to do something or go somewhere when there is someone giving you instructions? Is this true for everybody? In groups of four, discuss. Then, look in The Star for someone (an individual or a group of people) who:

Critical thinking ● Identify

● Reason

Problem solving

Creative thinking ● Imagine ● Brainstorm

● Connect

● Present

Communicating ● Oral ● Written

● Aural

● Recreate

Collaborating ● Listen ● Contribute

● Attain goal

respectfully

● Needs to be told what to do or where to go ● Doesn’t need to be told what to do or where to go

Cut the pictures out and paste them in separate columns on a sheet of A4 paper.

Write down reasons for your choices next to them. Display your work on the classroom notice board and take turns to view the work of other groups.

> Continued from page 4

NiE Activity 3 Critical thinking ● Reason

Creative thinking ● Imagine

Problem solving ● Question

● Recreate

Communicating ● Oral

● Written

Collaborating ● Contribute

respectfully

● Attain goal

After they are rescued, Jenny and Fritz get married and live in London.

Imagine 10 years have passed and now, their children want to know more about how their parents met.

In groups of four, write down five questions that the children may want to ask their parents. Use a sheet of A4 paper. Leave some space next to each question for the answer. Then, exchange papers with another group. You will have to answer their questions using at least five words or phrases from The Star for each answer.

When you are done, return the paper to the group. Now, a representative from the group will be the “interviewer” while a representative from your group will be the “interviewee”. Carry out the interview spontaneously in class; avoid referring to the paper.

Question

Answer

Child: Dad, what did you think of Mum when you first saw her?

Dad (Fritz): I thought she was simply amazing! She had lived on the island all by herself for three years. She even built her own house. I doubt I would have been able to do all that.

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-NiE ,

17 MAY 2017

ADVANCED

Setting your sights high

Short story

NiE Activity 1

ALOO had always dreamt of studying medicine in America. When he was offered a place at The California Institute of Technology, it seemed like a dream come true. He was therefore very disappointed when he realised that his family could not afford to pay for his plane ticket to, and living expenses in, America. His widowed mother, who had made many sacrifices bringing the family up by herself, was also deeply concerned about Aloo going so far away. She feared that his

Critical thinking ● Identify

● Reason

Creative thinking ● Imagine

● Connect

Problem solving ● Question

● Written

Collaborating ● Listen

– Leaving by M.G. Vassanji

Imagery is often used by writers to help readers visualise certain situations. Descriptive words or phrases can create a desired image in the mind of the readers. The following are two extracts from Leaving.

In groups of four, read both extracts and discuss the images and feelings that come to mind. In separate columns on a sheet of A4 paper, write down five words or phrases that are related to each of the extracts. (Don’t repeat any word given in the extracts.)

Then, look in The Star for a place (name or picture) that is, in some way, similar to either one of the places described. Cut it out and paste it on the same paper. Next, write down at least three reasons for your choice. When you are done, decide as a group whether you would like to live in this place. Take turns to present your work in class.

● Recreate

Communicating ● Oral ● Non-verbal

leaving for America could result in her losing him completely.

However, she was aware of how much this meant to Aloo. She sought the advice of Mr. Velji, one of the school officers. After the discussion, Aloo’s mother was more convinced about the significance of the scholarship and found a way for Aloo to go to America.

● Contribute respectfully

Extract 1

Extract 2

We moved to a part of town called Upanga, which was a very quiet place after the noise and hurry of Uhuru Street. We no longer heard the sounds of buses, cars, and bicycles; we heard the sounds of insects and small animals, of leaves rustling in the wind… behind the houses was wild land, with tall trees… at night it felt like a lonely, frightening place.

Mile after mile of green fields, neat green squares, even the mountains are clean and tidy. And London…

Oh London! It never ends… houses, squares, parks, gardens, great buildings…

Words/phrases associated with Extract 1

Extract 2

NiE Activity 2

Aloo’s mother made many sacrifices for the sake of her children. After her two daughters had gotten married, she sold the family store because she wanted her youngest children to study hard, instead of working at the store. The following is an extract from Leaving.

When Father died, she was only thirty-three. It was a hard life, with five children and no husband. In the years after his death several men asked her to marry them, but she always refused to marry again, because of us. Children of a first marriage cannot stay with their mother in a second marriage; they are sent to a children’s home.

Aloo’s mother always put her children’s needs ahead of her own. She refused to remarry because she did not want to lose her children.

How would you describe Aloo’s mother? Do you think that she made the right decision in her sacrifices? In groups of four, discuss. Then, look in The Star for a picture of a person who has similar qualities as Aloo’s mother. Cut it out and paste it on a sheet of A4 paper. Write short notes about how they are similar. Finally, take turns to present your work in class.

Critical thinking ● Identify

● Reason

● Imagine

Problem solving ● Recreate

● Connect

Communicating ● Non-verbal

Collaborating ● Listen

Creative thinking

● Contribute respectfully

● Written

● Brainstorm

Problem solving ● Present

NiE Activity 3 Critical thinking

● Reason

Creative thinking

A bird flying high and free; Mr. Velji sitting in his chair, his wise face full of understanding; Mother staring into the future.

Symbolism is often used by writers to represent deeper meanings. In the last few lines of the story, the symbol of a bird flying high and free is used to represent Aloo leaving his home to go to America. What symbols would you use to represent the other characters in the story?

In groups of four, look in The Star for pictures of objects which can be used to symbolise Mr. Velji and Aloo’s mother. Cut them out and paste them on a sheet of A4 paper. Give reasons for your choices. Then, display your work on the classroom notice board and take turns viewing what other groups have done.

● Recreate

● Connect

Communicating ● Oral

● Written

Collaborating ● Contribute respectfully

-NiE ,

ADVANCED Novel

NiE Activity 1 Critical thinking ● Identify

● Reason

Creative thinking ● Imagine ● Brainstorm

● Invent

Problem solving ● Present

● Written

Collaborating ● Listen

Connecting through words RICHARD Knight is unlike his older brother Gus and most boys his age who enjoy sports and outdoor activities. He prefers to read and write poetry during his free time. His love for nature and belief in the sanctity of life make him a reluctant participant in the hunting activities that Gus and their father often take part in.

Richard is mesmerised by the poetry of Joyce Kilmer when his teacher Mrs. Hansen introduces it in class. He becomes even more interested in the poet when he finds out that like himself, Kilmer has a deep reverence for nature and life. When Richard discovers that Kilmer has volunteered for service in the army to fight for his country in the ongoing war, he is both curious and impressed. He writes a letter

to Kilmer and is thrilled when the poet replies.

Thus begins the correspondence between the famous poet and the 15-year-old boy. With the exchange of letters, their friendship deepens.

Set in the background of World War I, the events that follow revolve around sacrifice, patriotism and discrimination. Richard learns about responsibility and true courage especially when he has to stand up for Hannah Schermer, his German schoolmate. When Kilmer is killed in the war, Richard is devastated. In his grief, he writes a poem as a tribute to the great poet. It is eventually published in the local newspaper.

– Dear Mr. Kilmer by Anne Schraff

● Recreate

Communicating ● Oral ● Aural

11

17 MAY 2017

● Contribute respectfully

A grandmother lighting a fire in her home. – Reuters

In the last letter that Richard writes to Mr. Kilmer just before he is killed in the war, Richard asks him about an issue that has been constantly on his mind. The following is an excerpt from Richard’s last letter to Mr. Kilmer.

Dear Mr. Kilmer, Thanks for your wonderful letter… I want to ask you something.

At the end of your letter, you said that poets are important. I very much feel that this is so – but I can’t explain to myself just why. What do poets and poetry do to make the world better? Could you help me understand that?

Unfortunately, this letter never reaches Mr. Kilmer. It raises a very important question: “What do poets and poetry do to make the world better?”

In groups of four, discuss. Write down your three main supporting points on a sheet of A4 paper.

Then, scan The Star for a situation (picture or news report) that interests you or arouses an emotional response. Cut it out and paste it on the same paper. In not less than five lines, create a short poem that is relevant to the situation in some way.

Present your discussion and poem as creatively as you can in class.

le Examp

NiE Activity 2 Critical thinking

Creative thinking

● Identify ● Reason

● Brainstorm ● Connect

Problem solving

● Question ● Present

Communicating ● Oral ● Written

Collaborating ● Contribute respectfully

● Compromise

NiE Activity 3

When Richard turns down a major role in a school show because of the unfair way his friend Hannah is being treated, his father is not pleased. Hannah’s parents are German immigrants who are now patriotic towards their new country, America. Richard’s father, however, feels that by standing up for Hannah against the discrimination she faces, Richard is rooting for the Germans to win the war.

The following is an extract from the conversation between Richard and his father.

I have nothing against the Schermers, son,” Richard’s father said. “They strike me as good people, and I’m sorry folks have made things rough on them. But you’ve got to remember, they’re not our people.”

“What do you mean, not our people?” Richard asked. “They live here. They’re Americans. They pay taxes just like anyone else.”

Who do you consider as our people in Malaysia? In groups of four, look in The Star for pictures of four people whom you consider our people.

Cut them out and paste them on a sheet of A4 paper. Discuss reasons for your choices and write them down next to the pictures. Display your work around the classroom to form a wall of Our People.

le Examp Our Fire and Rescue Department are our people. They have faithfully served the people of our country by helping them during many kinds of emergencies.

At dawn she rises again Low she bends With her breath the fire comes alive And with it the hopes of those who sleep The lighter of fires Herself lit by another fire that burns Brightly still, despite the years

Critical thinking

Creative thinking

● Identify ● Reason

● Brainstorm ● Connect

Communicating

Collaborating ● Contribute

● Oral ● Written

Problem solving

● Question ● Present

respectfully

● Compromise

Dear Mr. Kilmer is set in the background of World War I (1914 –1918) where The Allies (principally Britain, France, Russia, Italy and the United States) were fighting the Central Powers (Germany, Austria-Hungary, Bulgaria and Ottoman Empire) on the Western Front in Europe. In groups of four, look for an article in The Star depicting a dispute, or situation of war, unrest or enmity. Cut it out and paste it on a sheet of A4 paper. Read the article thoroughly and then, answer the following questions. (You may do extra research using the Internet or other sources of information if you like.)

Who are the parties involved?

What has caused the situation? ● How long has it been going on? ● Your suggestions for resolution ● Any other significant or related information ● ●

When you are done, take turns to present your work in class and ask other groups to provide suggestions, as well.

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-NiE ,

17 MAY 2017

Join our Teachers Day contest!

Title your entry

“Teachers Day Contest”

Attention all students!

Now is the time to show your appreciation for your teachers.

All you have to do is tell us why your teacher deserves a two-day, onenight holiday in Resorts World Genting. The length of the essay is 150 words for primary school pupils and 300 words for secondary school students. Twenty teachers from the entries will be picked to enjoy the holiday treat. Not just that, the top 10 students get a two-day, onenight holiday in Resorts World Genting, too, in conjunction with its celebration of International Children’s Day.

and e-mail it to starnie@thestar.com.my

by May 22! Remember to provide your full name, age, school name and contact number.

By: Dean Pitchford

The jolly, plump man could not stop chuckling as we stood on the front porch of the first house we stopped at.

Episode 12

Honey! C’mere!

You’ve got to see this.

This one, he says he’s Mozart.

Jolly

Happy and smiling.

And this young lady... don’t tell me... Splendida!

Her husband pointed to a spot in the middle of my forehead.

And who are you supposed to be, little boy?

Nuclear!

C.N. Chris Newman

Plump

Well-rounded, chubby.

Oh! C.N. Right...

Chuckling

Are these initials okay. Y’see, C.N. a clue to your stands for... identity?

Commander...

Laughing quietly to oneself as if amused.

Commander Nuclear?

I suddenly snapped.

No!

You can call me Captain Nobody!

You’re not Commander Nuclear? Okay, then who are you?

Snapped

Became angry.

QUESTION

Describe Newt’s feelings just before he announced that he was Captain Nobody.