NiE Life 2017 (Vol 468)

Vol 468

WEDNESDAY 24 MAY 2017

Elementary Through the eyes of another Intermediate Touching lives BRATs Achievement goes beyond academics

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

Fairness and justice Supported by the Ministry of Education

2

-NiE ,

24 MAY 2017

Elementary Fairness and justice 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.

That’s not fair!

FAIRNESS. Now that’s a hot topic. Not just in school but at home, too.

How many times have you felt that your brother or sister had gotten away with some bad habits? You, on the other hand, have had to pay the price for “bad” judgement on

the part of your dad or mum. If only your parents could understand you better!

Understanding how other people feel when they do something is called “empathy”.

Empathy works both ways. As much as

you hope that your parents (or teachers) would understand you better, it is also important that you know how your actions affect other people, too.

People who have empathy try not to hurt other people’s feelings.

NiE Activity 1 Critical thinking ● Identify ● Reason

● Measure ● Organise

Problem solving ● Question ● Recreate

● Present

Creative thinking ● Imagine ● Connect

● Invent

Communicating ● Oral ● Written ● Non-verbal ● Aural

In this activity, we’re going to play “How would you feel?”

Look at these comic strips on Calvin and Hobbes.

Calvin is a mischievous and adventurous six-year-old boy, and Hobbes is his stuffed toy tiger. (Hobbes is not featured in these strips.) Now, imagine that you are a character mentioned in the comic strip. If these things happened to you, how would you feel?

How would others feel if you did such things to them? Discuss.

When you understand how other people feel, you have empathy.

How would you feel if you were Calvin and you accidentally ripped your pair of trousers in school?

What could a friend do to make you feel better?

How would you feel if you were Calvin’s dad and you were expecting an important phone call?

What would you (as Calvin) do if your dad were upset because he missed this important phone call?

How would you feel if you were Calvin’s dad and you just read Calvin’s test scores?

What could Calvin have done to make his dad feel less frustrated with him?

Critical thinking ● Identify ● Reason ● Measure ● Organise

Creative thinking ● Imagine ● Brainstorm ● Connect

NiE Activity 2 Critical thinking ● Identify ● Reason

● Measure ● Organise

Creative thinking ● Imagine ● Connect

● Invent

● Invent Problem solving

Problem solving ● Question ● Research ● Recreate ● Present

Communicating ● Oral ● Non-verbal ● Written ● Aural

● Recreate

● Present

Now, think of someone you may have caused hurt to recently. It could be a friend, neighbour, grandparent, teacher or parent. Use a sheet of construction paper, and words and pictures from The Star to make a card. Decorate the front of the card in a way you think would make the person getting it feel happy. Then, write something special in the card and be sure to sign on the inside. Deliver the card to the person.

Collaborating ● Listen ● Contribute respectfully ● Compromise ● Attain goal nie editorial manager: SHARON OVINIS senior nie executive: ROWENA CHUA writer: S. SIVAM 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 ,

Fairness and justice

IT isn’t easy to learn empathy. It takes time and a conscious effort to learn that what we say or do affects others.

What if you were playing with your baby brother (or sister) and he began squirming and struggling to get out of your arms? By looking at his body language and expression, you can tell that the baby is not feeling very comfortable with you. You may want to change the way you are handling or communicating with him. There are steps and signals to recognise what other people are feeling.

NiE Activity

● Identify ● Reason

● Measure ● Organise

3

Through the eyes of another

Elementary

Critical thinking

24 MAY 2017

Creative thinking

Problem solving

● Imagine

● Connect ● Brainstorm ● Invent

● Question ● Recreate ● Research ● Present

Communicating ● Oral ● Written ● Non-verbal ● Aural

Collaborating ● Listen

● Compromise

● Contribute ● Attain goal respectfully

Look at these emotions. Scan The Star for pictures of faces that express the following emotions.

(Draw the expression if you can’t find a suitable picture.) Write one example of when such an emotion may arise. Discuss this activity in groups of four.

Disappointed

Paste picture here

Excited

Paste picture here

Sad

Paste picture here

Sick

Paste picture here

Can you think of two examples of things that could happen in school that would make a person upset? Write the situations here. Do this individually. When everyone is done, return to your group of four. Discuss the situations and take turns answering what you could do to make someone feel better.

There may be more than one way to handle each situation.

le Examp

Example:

Example:

Example:

Example:

Situation:

A person was angry with you because you laughed when he made a mistake in school.

How would this person feel? Use one or more emotions listed on the left.

Frustrated

Paste picture here

Jealous

Paste picture here

Angry

Paste picture here

Nervous

Paste picture here

Embarrassed and confused.

Possible answer:

I would apologise to my friend and promise not to make fun of him anymore.

Situation 1:

Example:

Example:

Example:

Example:

How would this person feel? Use one or more emotions listed on the left.

Possible answer:

Embarrassed

Paste picture here

Confused

Paste picture here

Proud

Paste picture here

Worried

Paste picture here

Situation 2:

How would this person feel? Use one or more emotions listed on the left.

Example:

Example:

Example:

Example: Possible answer:

4

-NiE ,

24 MAY 2017

INTERMEDIATE Fairness and justice

Touching lives

WHAT does it mean to be fair? It is often easy to look at someone else and pass judgement but ask yourself if you think you are a fair person. Do you:

1.

Treat people the way you wish to be treated?

4.

Consider yourself reasonable and open to ideas?

2.

Treat people without any prejudice?

5.

Respect rules?

3.

Consider the feelings of others who might be affected by your decision?

6.

Play fair and not take advantage of those who are weaker than you?

● Identify ● Reason

● Measure ● Organise

● Imagine ● Brainstorm

Communicating ● Oral ● Written

● Aural

Problem solving

Creative thinking ● Connect ● Invent

Critical thinking ● Identify ● Reason

NiE Activity 1 Critical thinking

NiE Activity 2

● Question ● Recreate ● Research ● Present

● Organise

● Imagine ● Brainstorm

● Connect ● Invent

● Question ● Recreate ● Research ● Present

Communicating ● Oral ● Non-verbal

● Written ● Aural

Collaborating ● Listen

● Compromise

● Contribute ● Attain goal respectfully

Based on Questions 1 to 6 in the introduction, prepare a motivation poster that advocates or champions fairness in the treatment of people.

Use at least five words or phrases from The Star in your poster. Cut out a suitable photograph that can be used in your poster, too. You may use the template below as an example.

When everyone is done, conduct a show-and-tell session in class. Then, pin the posters on your classroom notice board. Do a gallery walk. Place a star on your favourite poster. You can do this activity in groups.

Collaborating ● Listen

Problem solving

Creative thinking

DO YOU PRACTISE

● Listen

● Contribute ● Attain goal respectfully

Eleanor Roosevelt once said, “It is not fair to ask of others what you are not willing to do yourself.” Who was Eleanor Roosevelt?

She was the first lady of the United States when her husband Franklin Roosevelt was the president from 1933 to 1945. (Franklin was president when Japan attacked Pearl Harbour in 1941. He declared war and joined the Allied Powers.)

Eleanor felt that she could do more than host parties for foreign dignitaries and politicians. So as first lady, Eleanor became involved in many organisations that helped the poor, children, women and the underprivileged attain better lives.

After her husband’s death in 1945, Eleanor represented the United States for seven years as a member of the United Nations (UN), which was created in part by her husband.

Eleanor was a human rights activist. She helped write the Universal Declaration of Human Rights. This declaration was a big step forward for mankind as it stated that the people of the world should be treated fairly. No government should be able to take certain rights away from them.

Paste a suitable picture from The Star

Now that you know more about the originator of this quote, ponder on this. Discuss the meaning of Eleanor’s quote on fairness in relation to her dedication to improving the quality of people’s lives around the world.

In groups of four, scan The Star for situations you see as unfair. Present them in class. (You can provide a brief summary of the story by using your Wh- and How questions.)

Brainstorm on solutions together.

Finally, based on ideas from the brainstorming session, each group writes a quote related to fairness to be posted on the classroom notice board. You can use ideas and words from The Star to help you.

Text

Text

le Examp

Text

Text

Always be fair and square Tagline

-NiE ,

INTERMEDIATE Fairness and justice

NiE Activity 1 ● Measure ● Organise

LET’S take a closer look at what it means to be fair. At some point in time, we must have said out loud, “That’s unfair!” How do you know when something is unfair?

Problem solving

Creative thinking ● Imagine ● Brainstorm

Communicating ● Oral ● Written ● Non-verbal ● Aural

9

Judge, jury and executioner

Critical thinking ● Identify ● Reason

24 MAY 2017

● Connect ● Invent

Collaborating ● Listen

● Compromise

● Contribute ● Attain goal respectfully

● Question ● Recreate ● Research ● Present

(Note to teacher: Students can be tasked with looking for such stories from their copy of The Star, as well.)

Story 1: Conmen act with authority to ‘convince’ victims PETALING JAYA: Syndicates offering fake datukships are able to swindle their victims of millions of ringgit by being very convincing and operating with “authority”. Police sources familiar with such investigations said the modus operandi was simple – meet at expensive hotels, pay for the meeting and after the bait is taken, fleece the victim.

“In one of the investigations, we found two people who allegedly conned more than seven others into parting with some RM700,000.

“The victims actually believed that an investiture would be held in a five-star hotel in Kuala Lumpur.

“However, when the victims realised the Sultan’s absence on that day, the excuse given by the tricksters would be that the Sultan was unwell.

“Eventually, when the victims found out their datukship was not recognised by any state and lodged a police report, it was too late,” said one police officer who is based in Kelantan.

The officer warned those desperate for a Datuk title that they were committing a crime if they bought it from any state, as stipulated under the Penal Code.

The Star, March 22, 2017

Story 3: Tailor cheated by employer A woman who reported that she was cheated by her employer of more than RM10,000 in EPF payments is being harassed for reporting the matter to the authorities.

Devinder Kaur said she had been working for the same employer as a tailor for several years.

“The company did not pay my EPF contributions and RM6,400 in Socso payments,” she said.

The woman reported the matter to the authorities, including the Labour Department. Following this, four men from the company came to her home in November and threatened her, she alleged.

Meanwhile, no action had been taken against the employer or the four men, she claimed.

The Star, March 8, 2017

Story 5: Blind man loses RM1,050 to ‘helper’ at ATM A 48-year-old blind man lost his savings when he asked a stranger to help him withdraw money from an ATM in Johor Baru. The man, known only as Yu, said he had gone to the bank to withdraw money at about 7am on Sept 30. A man who was queueing up there had helped him to check his balance using Yu’s ATM card.

“He told me I still had RM1,104 in the bank so I asked him to withdraw RM1,050 for me. However, he told me the ATM had broken down and my money could not be withdrawn. He then quickly returned the card to me and left,” Yu said.

Yu then sought help from another man there, who found a receipt showing that RM1,050 had been withdrawn from his account. He was shocked as he needed the money for his daily expenses. Yu called the daily to relate his incident as he hoped people would not take advantage of other people’s misfortunes.

“I have been asking strangers for help to withdraw money but this is the first time I have been cheated,” said Yu, who lost his eyesight two years ago.

The Star, Oct 24, 2016

Here are some stories taken from The Star. Your teacher will clip them out and place them in a box. While she is doing so, you will gather in groups of six. Each group leader will randomly select one story from the collection.

Read the stories carefully, then role-play “the crime”. The jury – that is made up of the class – will decide on the punishment that needs to be meted out to the “criminal”. When all groups have completed the assignment, discuss the justice and fairness of the punishments. Were some punishments harsher than necessary?

Story 2: Traders cry out for compensation after demolition BUTTERWORTH: Six remaining stalls at Jalan Mak Mandin near the Rumah Hijau lowcost flats, whose operators had earlier protested against eviction, have been torn down.

Two Seberang Prai Municipal Council (MPSP) excavators arrived to demolish the stalls at about 2pm yesterday. The road was closed and there was heavy police presence, with some personnel armed with tear gas. No untoward incident took place.

Following the demolition, the stall operators held placards in protest and sought to resume business at a nearby vacant community hall or be paid a compensation of RM25,000 for each stall.

Eatery operator Abdul Nazier Abdul Razak, 52, said there were initially 14 stalls along the road, but four had moved out, and the operators who remained were disappointed that they had to make way for development in the area.

“My father started the business here 40 years ago, and we’ve been trading here every day to serve the local community. Then suddenly, we received an eviction notice on March 6. On Monday, our stalls were demolished. What we are appealing for is a small compensation of RM25,000 for each stall, or to be relocated to the nearby community hall, which is closed and not being used,” he told reporters yesterday.

Another trader M. Telainayegi, 56, who sells processed chicken and vegetables at her stall, claimed that she felt cheated after MPSP cancelled her licence despite recently renewing it.

“The council sent me a letter saying that my business licence has been cancelled because the land I’m trading on will be used for development. I’ve been trading here for almost 30 years, and suddenly now I have no more income,” she said.

The Star, March 22, 2017

Story 4: Only a small contract but couple fools 1,000 into giving up RM55mil

SHAH ALAM: She came from a humble background in Besut, Terengganu, where her family ran an honest business to make ends meet. Armed with only an SPM qualification and big dreams, the woman secured a contract from the Defence Ministry to supply awnings. However, that wasn’t enough for her. She wanted more.

Using the official contract letter, she forged documents to make it look like she had won a multi-million ringgit project from the ministry to supply digital camouflage uniforms. With this, she lured “investors” and before long, her entire village became her victims.

The 30-year-old woman, along with her husband, 31, recruited at least 1,000 “investors” and raked in RM55mil. With the new-found wealth, the couple drove around in luxury cars, wore branded clothes, carried luxury handbags and hobnobbed with the rich. These made it even easier to snare potential victims.

It took another woman, a clerk in a government agency, to bring down the duo’s house of cards. She lodged a police report about being cheated along with 40 others to the tune of RM1.7mil.

The couple had roped in a schoolmate from Besut and they set about gathering at least 1,000 investors, promising returns of between 30% and 90% in a scam resembling a multi-level marketing scheme.

The Star, Feb 12, 2017

NiE Activity 2 Critical thinking ● Identify ● Reason

● Measure ● Organise

Creative thinking ● Imagine ● Connect

● Invent

Problem solving ● Question ● Recreate

● Present

Communicating ● Oral

● Written

Think of a time when someone had taken unfair advantage of you. Describe it to a partner. ● What was unfair about it? ● How did it make you feel? ● What did you learn from the experience?

Next, write a newspaper report about the experience (from a third person’s point of view). Refer to the format of the five stories given in the earlier activity. Include quotes.

10

-NiE ,

24 MAY 2017

ADVANCED

Fairness and justice NiE Activity 1 Critical thinking ● Identify ● Reason

● Measure ● Organise

Critical thinking ● Imagine ● Brainstorm

● Connect ● Invent

Problem solving ● Question ● Recreate ● Research ● Present

Communicating ● Oral

● Aural

Free the children WHERE do you think your clothes are made? Who stitches the football you kick about? If you read the labels, you will notice that many items are made in countries with questionable labour laws like Pakistan, India, Brazil, Mexico or China.

Thankfully in a country like ours, child labour is outlawed. But in the early 1700s and 1800s, children were viewed as miniature adults and hence were subjected to work. When machinery replaced hand labour for making items, lots of factories in the United States employed children who were cheaper to hire than adults.

Unfortunately, there are still countries in this world that do not have laws that protect children. These children may not have rights to an education. Read the story Kids fuel Myanmar economy that appeared in The Star on March 23, 2017.

Kids fuel Myanmar economy

Thousands of children put to work to support nation’s growth Hmawbi (Myanmar): Fourteen-year-old San Min Hteik had worked at the steel factory for less than a week when his hand got caught in a machine, a casualty of the economic boom driving more children into Myanmar’s factories. Two of his fingers were lost after the rod-cutter sliced them down to the bone and weeks later doctors are still unsure whether they will be able to save the others.

He is one of thousands of young factory workers fuelling Myanmar’s rapid growth as foreign investors pile into the country after the end of half a century of military-governed isolation. With one in five children aged between 10 and 17 in work, impoverished Myanmar is one of the worst countries in the world for child labour.

Many support their families sweeping shop floors, serving in tea shops or working as domestic helpers.

Others labour in the increasing number of foreign-owned factories that have made Myanmar one of the fastest-expanding economies in the region, with growth expected to average about seven per cent in the coming years.

“I cannot do what I want to do, so I feel depressed,” said Min Hteik, staring at his bandaged hand at his home here outside the commercial capital of Yangon.

Child labour exists for many reasons, chief of which is economic gain.

In groups of three, take about 10 minutes to come up with a list of reasons why children might be forced to work. (Hints: poverty, lack of decent jobs for adults, gender inequality, etc.).

Next, discuss these questions before your teacher moderates the activity.

1.

2.

3.

4.

● Identify ● Reason

● Measure ● Organise

Creative thinking ● Imagine ● Brainstorm

● Connect

Problem solving ● Question ● Recreate ● Research ● Present

Communicating ● Written

“I want my family to have a decent standard of living. I want my family to be able to eat enough ... to be able to wear the same clothes as other people.”

He was paid 2.5 million kyat (RM8,000) by the Chinese-owned 999 iron processing plant in the Myaung Dagar industrial zone as a settlement for his injury. His mother Tin Tin Htay said they took the money to pay for his medical bills and to make sure his two siblings could stay in school.

“When we were given the cash, I felt sad, as if we were buying my son’s hand with this money,” she said. — AFP

Casualty of progress: Min Hteik’s injured hand will prevent him from working to support his family.—AFP

Do any of the reasons given on the left justify child labour?

5.

Should children work to help feed their families?

6.

If a parent is disabled or incapable of providing food for the family, should the child forego school and work instead?

7.

Are there any jobs that children, under any circumstance, should not be permitted to do?

Make a list.

NiE Activity 2 Critical thinking

Conditions at factories were filthy and damp. Children became ill and had no time for school. Due to poverty, parents often turned their children in to factory owners. They worked long hours for very little money.

Many people like teachers and labour groups protested the injustice they saw by marching the streets to protest in 1908. Even writer Charles Dickens wrote about such evils in his classic tale, Oliver Twist.

Gradually, factory conditions got better and laws protecting children and their rights came into place.

n in unfair situatio Describe an ld ou ity. What sh your commun er tt le a e t it? Writ be done abou s. ew vi ur yo airing to the Editor in The n io ct se s w Vie Refer to the e. id gu a as ar St

What actions do you think the rest of the world can do to eliminate child labour?

Who is responsible for taking action?

How can you play a role in reducing the amount of child labour worldwide?

le Examp

-NiE ,

NiE Activity Critical thinking ● Identify ● Reason

● Measure ● Organise

Creative thinking ● Imagine ● Brainstorm

● Connect ● Invent

Problem solving ● Question ● Recreate ● Research ● Present

Communicating ● Oral ● Written ● Non-verbal ● Aural

Collaborating ● Listen

● Compromise

● Contribute ● Attain goal respectfully

Equality versus equity THERE is a difference between equity and equality.

You may feel angry when you see that a peer has something you don’t have, when the reality is that your peer may need that additional help to get by. Something may be equal but something that is equal may not always be fair.

Imagine this scenario: Everyone is asked to sit in a circle. Everyone has to throw one shoe in. After a while, a pile of shoes grows. Now, your teacher is going to randomly distribute the shoes to everyone once again. It won’t matter whose shoe it is. What are some problems you may encounter when you get a shoe?

That’s right, it may be too big, too small, of a different colour or a

different design! Well, wasn’t your teacher being fair? Yes, she was!

Everyone received a shoe and your teacher treated everyone equally!

But wait! You want the shoe that best suits you as an individual, you say?

Well, in the end, we all want to have the right shoes that fit us. That is the difference between equity and equality. Equality denotes that everyone gets exactly the same outcome – which are two shoes, without regard for individual differences.

Equity means that everyone gets the same quality of outcome to fit his individual needs.

Here is an activity you can have some fun with. In groups of four, read this folk tale from Bangladesh entitled The Two Sisters. The story is only partially complete. Your group’s task is to take on the role of the clever barber who imparts valuable advice to the foolish sister. What would the barber say to her so that justice and fairness reigns in this story? When you have worked through your ideas in groups of four, take turns performing your story in class.

The Two Sisters Once upon a time in Bangladesh, there lived two sisters. They were named Tetan Buri and Boka Buri. Tetan was very cunning and sharp while Boka was very foolish and credulous. The sisters shared three common things: a wrap or blanket called a kantha, a cow and a mango tree. Tetan told Boka that they would share everything.

She would use the kantha in the night while Boka would have it in the day. To this, Boka agreed. As a result, Boka would shiver through the cold nights while Tetan slept soundly with the wrap. Needless to say, this left Boka tired all the time.

As for the sharing of the cow, the clever old sister suggested that the front portion belonged to Boka while the hind part of the cow was hers. This, too, was agreed upon. As a result, Boka had to feed the cow and give her water while Tetan took all the milk and made yoghurt and butter. Needless to say, this left Boka hungry all the time.

And what now of the mango tree? As you would have guessed, Tetan said to Boka, “The mango tree! I will have the top half of the mango tree and you will have the bottom half!” To this, Boka nodded her head and agreed.

So day in and day out, Boka watered the tree and weeded its base. Tetan came by only to pick the delicious fruits. But not once had she offered any of her pickings to Boka.

When every group has completed its account of the story, pick your group’s favourite version. Now, imagine that you were reporters who witnessed the second half of the story (after Boka returns home to carry out the barber’s advice). Write a news report on the tale and its amicable solution.

Use the inverted pyramid style to convey your news story (see diagram) and provide a suitable headline.

This left the foolish old woman starving. She had no choice but to go out to the streets to beg for a little food.

One day, she approached the barber of another village for some food. Now, barbers are known to be very shrewd and clever. He asked her why she was begging when she had a cow and a mango tree that were bountiful.

So, Boka told him her troubles. The barber smiled and told her what she ought to do to get her fair share of everything. (Continue your story from here through your role play.)

The inverted pyramid style for newspaper reports Main points of article using the five Wh- and How- questions. Always start with an interesting lead-in sentence

Important info and interviews

Less important info

The actual ending of the tale:

Fairness and justice

11

He told Boka to soak the wrap in water when handing it over to Tetan in the night. He told Boka not to feed the cow but yell and scream at it. Finally, Boka was to look for an axe and cut the mango tree in half.

The advice resulted in Tetan shivering through the night in a wet wrap while the unfed, frightened cow kicked Tetan when she tried to milk her. It was in the nick of time that Tetan stopped Boka from cutting the mango tree. Tetan realised that there were people who were more cunning than she was and who were looking out for her sister. So, the sisters agreed to a fair arrangement. Tetan and Boka shared the kantha at night, sleeping next to each other to keep themselves warmer. They shared the butter, yoghurt and mangoes. They even had much left over to sell to the villagers and earn some money.

ADVANCED

24 MAY 2017

12

-NiE ,

24 MAY 2017

Unscramble the words to find the idioms: l Picture: the horse put/set before the cart do, plan or say things in the wrong or incorrect order origin: A horse is hitched to the front of a cart or wagon, never behind it. l Across: a hobby horse ride talk or promote a personal cause or idea that is of little interest to others l Down: a horse (as) strong as physically very strong

©

Fill in the correct one from the list below: 1) “Trying to drive a car without knowing what you are doing is _____. You must take driving lessons first,” the instructor cautioned.

2) You may be _____, Ned, but I’m not. This package is too heavy for me to carry!”

Myrtle pleaded.

3) “Mr Long is _____ again, lecturing us about the bad service he gets at the local restaurants. a) riding a hobby horse b) as strong as a horse c) putting the cart before the horse

RUN AFTER (2)

Albert disappeared and went to the moon. “I suppose it’s only a matter of time before Mutt comes running after me,” Albert said to himself. “Poor fellow, I think he’s lonely and seeking attention.” In this instance, run after is to follow someone continuously (1) in the hope of seeking affection; or (2) to try to become friendly with someone. “I understand that my father ran after my mother for many months before she finally agreed to marry him,” Albert added.

Fill in: 1) c 2) b 3) a Down: (as) strong as a horse Across: ride a hobby horse Picture: put/set the cart before the horse Answers:

By: Dean Pitchford That night was incredible. Our costumes drew gasps of admiration everywhere we went.

Wow!

Episode 13 As the evening wore on, I felt less and less like Newt.

There was something in the way I announced myself that told people Captain Nobody was the real deal.

Bravo!

And who are you supposed to be?

Incredible

Extraordinary, unbelievable.

The real deal

Something or someone considered real or genuine.

I’m not supposed to be anyone. I am Captain Nobody.

Astonishing!

We trick-or-treated far later than we ever had in the past. By the end, it was too late to go back to my house to examine our haul.

We were not ignored tonight. And you − wow!

What happened to you tonight?

Yeah.

Every time you spoke, you sounded less like Newt and more... like...

Ahh...

Haul

A large amount of something.

Like what?

Weird

Strange, unusual.

Trick-or-treat

Why?

Like Captain Nobody.

You were just so weird. But in a supercool way.

Children’s Halloween custom of asking for a “treat” (usually candy) from door to door, with the threat of pranks if they are not given the treat.

QUESTION

What was the last thing that Newt said to himself before he dropped off to sleep that night?