NiE Eng 2017 (Vol 481)

Vol 481

WEDNESDAY 20 SEPTEMBER 2017

Elementary Creature feature Advanced Nature’s fury BRATs Be a discerning viewer

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

Supported by the Ministry of Education

The bedrock of contentment >9

-NiE ,

20 SEPTEMBER 2017

Elementary

The ecosystem Note to the teacher

century learning skills

Creature feature LOOK at a small puddle of water that has collected over several days. You may find all sorts of living things in there – from microorganisms to insects and plants. As you may have learnt in your science lesson, these living creatures depend on a number of factors to thrive (or live) like air, water, sunlight, and even nutrients.

An ecosystem includes plants, animals and organisms living and interacting with each other. We have many types of ecosystems in the world such as deserts, meadows, rainforests and wetlands.

Ocean

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 current content to build this set of skills.

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

● Reason ● Measure ● Organise

Plain

Freshwater

Desert

C. A grizzly bear’s habitat is the: Three items this creature needs to live in the ………………… are:

NiE Activity 2 Critical thinking

● Question ● Identify ● Reason

● Measure ● Organise

Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent

Problem solving ● Question ● Recreate ● Research ● Present

Communicating ● Oral ● Non-verbal

● Written ● Aural

● Present

● Non-verbal ● Written ● Aural

Collaborating ● Listen ● Contribute respectfully ● Compromise ● Attain goal

Forest

Three items this creature needs to live in the ………………… are:

● Invent

● Oral

Tundra/Arctic

B. A gorilla’s habitat is the:

● Connect

Communicating

Rainforest

A. A camel’s habitat is the:

● Brainstorm

● Recreate

Earth supports many different animal habitats, each of which has different features and distinct plant and animal populations. Animals and plants are adapted to the conditions of the habitats in which they live. Here are several habitats that are homes to animals:

Three items this creature needs to live in the ………………… are:

● Imagine

● Research

● Question ● Research

Complete the following charts by matching each living creature to its best habitat. Next, suggest three items or elements that sustain life in each creature’s habitat. At least three words or pictures must be taken from The Star.

Creative thinking

Problem solving

Problem solving

Critical thinking ● Identify ● Reason

EXAMPLE

Critical thinking ● Identify

NiE Activity 1

Answers: A. desert B. rainforest C. tundra

2

Animals adapt to their habitats to ensure their survival.

This is called evolution. A polar bear, for instance, would not be able to survive in the desert; likewise, a camel would not be able to live in the Arctic. Can you give five reasons why this is so?

In pairs, look through The Star for a picture of a place.

It could be a picture of a city, a marketplace, a park, a supermarket or even a winter wonderland. Cut it out and paste it on a sheet of A3 paper.

Next, create a creature by combining body parts from ● ● ● ● ● ●

Name your creature.

What are its physical features?

Why are these features needed in this habitat?

What does it eat?

What does it do during the day? Is it nocturnal?

Does it have any natural predators?

Collaborating ● Listen

● Compromise

● Contribute respectfully

different animal types, such as birds, reptiles, amphibians, fish, insects, and invertebrates.

This creature must have adaptations that help it to survive in your chosen environment. Refer to other creatures to identify features and characteristics that would help this creature thrive in the environment you have chosen. Once you have done so, start “designing” your animal.

Finally, write out an 80-word essay using the following questions to help you.

Have a show-and-tell session in class. Then, pin your work on the classroom noticeboard. Do a gallery walk and place stars on new, exotic creatures you like!

nie editorial manager: SHARON OVINIS senior nie executive: ROWENA CHUA writer: A. NAIR 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 ,

Elementary The ecosystem

A fragile balance WHAT do Usain Bolt and a cheetah have in common? They both hold records; Bolt is the current world record holder for the 100m dash while the cheetah is the world’s fastest animal on land. If you were asked to compare an animal to a top athlete, what would that animal be and why?

Creature

NiE Activity 1

Many animals and creatures in the wildlife are admired for their raw strength, power, agility and grace. What types of sporting feats could the following creatures carry out if they were athletes? Read a short synopsis of each characteristic.

Then, scan The Star’s Sport pages to look for a suitable sport for each animal. (Alternatively, look for a picture of a sportsman who excels in his field.)

If sportspeople had such characteristics, how would they excel in sports? Write your points down. You can do this activity in pairs.

Characteristic

A suitable sport

Creative thinking

Critical thinking

● Imagine ● Brainstorm ● Connect ● Invent

● Identify ● Reason ● Measure ● Organise

Problem solving

Communicating ● Oral ● Non-verbal ● Written

● Question ● Research ● Recreate ● Present

How an athlete could excel with this ability

EXAMPLE The cheetah

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20 SEPTEMBER 2017

The cheetah is the fastest animal on the planet. Here’s a comparison: Cheetah: 87km/hour; Usain Bolt: 45 km/hour

A. The froghopper The natural world has many wonderful jumpers but no creature comes close to the froghopper, which is only sixmillimetre tall and yet able to jump 70 times its body weight!

B. The gorilla The gorilla is heavy and robust. Its broad chest and long arms make it a formidable wrestling champion.

The sloth has major hanging power; it can eat, sleep and even give birth while hanging from trees! Its curved claws enable it to suspend from branches for hours at a time.

NiE Activity 2 Critical thinking ● Identify ● Reason

● Organise

Communicating ● Oral

Suggested answers: A. high jump B. wrestling C. gymnastics

C. The sloth

● Written

NiE Activity 3 Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent

Problem solving ● Question ● Research

● Recreate ● Present

Collaborating ● Listen ● Compromise ● Contribute ● Attain goal respectfully

Our ecosystem is fragile. As part of the ecosystem, it is also our responsibility to look after our planet.

Now, imagine that you and your family are going on a family picnic that is eco-friendly! In groups of four, agree on a place that is suitable for the entire family.

Then, look through The Star for ideas on

items to bring on this trip. Make a list of the kinds of things you can take on your picnic that would create the least amount of trash.

At least three of these must be taken from the newspaper. Cut them out and paste them on a sheet of A3 paper.

On the same sheet of paper, list the things that you have chosen not to bring.

Critical thinking ● Identify

● Reason

Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent

Problem solving ● Question ● Recreate

● Present

We are going on a hunt. A scavenger hunt from The Star, to be precise!

Gather in groups of four for the challenge. Cut out the following items and paste them on a sheet of A3 paper. Remember to number each item accordingly. The first team to submit an all-correct answer sheet wins!

A. A word or picture describing or illustrating a source of energy.

B. An article that reports EITHER on an abuse of the environment OR the care and nurturing of the environment.

C. An example of a natural resource.

D. Examples of two ways we can use water.

Communicating ● Oral

Collaborating ● Listen ● Compromise ● Contribute ● Attain goal respectfully

E. An example of a toxic substance.

F. An example of a renewable resource.

G. An advertisement for a product that is described as energy efficient.

H. Two words that are environmental terms.

I. An example of something that harms or alters the environment.

4

-NiE ,

20 SEPTEMBER 2017

INTERMEDIATE

Friendship: Making the right choices

We go together

NiE Activity 1 Critical thinking ● Identify ● Reason

● Organise

Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent

IT is great to belong. Belonging to a group of friends makes you feel special and loved. The group gives you the help and support you need during challenging times.

Here’s a fun activity you can do in pairs. Think of things that belong together. Get as many items as possible to complete the list. In order to make this more challenging, scan The Star for at least three items (in the form of words or pictures) that “belong” together. Your teacher will set a time limit to see who gets the most number of items!

We go together! (Example: Bread and butter)

1. _____________________________ and _______________________________

5. _____________________________ and _______________________________

2. _____________________________ and _______________________________

6. _____________________________ and _______________________________

3. _____________________________ and _______________________________

7. _____________________________ and _______________________________

4. _____________________________ and _______________________________

8. _____________________________ and _______________________________

Do you feel that the things you listed sometimes don’t really “belong” together? Share your thoughts on that.

Next, think of a group you belong to? (For example: a rugby club, an English language society or a youth group in a temple.) List three benefits and three problems that can come from being in a specific group. Then, share your answers in class.

Sometimes, being in a group can be difficult. You may feel pressured to act and do things in a certain way. In order to belong, people may go against their beliefs to continue to be part of the group. This can lead to risky or dangerous behaviour in terms of relationships (with girlfriends, boyfriends and family members) and even alcohol or drug abuse.

Benefits of being in a specific group

Problems that can arise from being in a specific group

1.

4.

2.

5.

3.

6.

NiE Activity 2 Critical thinking ● Identify ● Reason

● Measure ● Organise

Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent

Problem solving ● Question ● Research

● Recreate ● Present

Communicating ● Oral ● Written ● Non-verbal ● Aural

Collaborating ● Listen ● Compromise ● Contribute ● Attain goal respectfully

In pairs, study this recipe that was taken from The Star. Highlight the verbs used in the instructions. In a recipe, the combined ingredients create a specific product – in this case, the chicken in spicy Sichuan sauce. If any of the ingredients or process is altered, the product will not turn out the way it’s supposed to.

In groups of four, create your own “recipe” with regard to the theme of peer pressure.

Focus on two types of behaviour: one that is productive and another that is destructive.

First, look for two pictures (or headlines) from The Star illustrating or describing productive and destructive behaviours, respectively. Divide a sheet of A3 paper into two columns and paste a picture in each column. The column with the productive picture will describe the ingredients for healthy, productive behaviours. The recipe should include actions and thoughts necessary for promoting healthy behaviours.

On the second column with the destructive behaviour, create a recipe for risky, unhealthy behaviours.

Use verbs you highlighted in the sample recipe (for chicken in spicy Sichuan sauce) to help you form sentences or imperatives.

When everyone is done, share recipes and discuss differences and similarities.

Productive behaviour

Destructive behaviour

Proud of his masterchef

Football hooligan ordered to do community service over riot

Ingredients

Ingredients

Method

Method

Dad of cooking contest champ Diana Chan couldn’t be happier for her

-NiE ,

INTERMEDIATE

Friendship: Making the right choices

● Identify

● Reason

PEER pressure is a normal part of growing up. As your friends gain importance in your life, they also gain influence over your behaviours in positive and negative ways. What really matters though, is not how much pressure is imposed, but how well you keep it all in

Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent

Communicating ● Oral

9

Cool under pressure

NiE Activity 1 Critical thinking

20 SEPTEMBER 2017

● Written

Problem solving ● Question ● Research

● Recreate ● Present

Collaborating ● Listen ● Compromise ● Contribute ● Attain goal respectfully

Look at this photograph taken from The Star on July 19, 2017. Thirty youth participants from the Borneo Eco Warriors workshop were saddened by the way people treated the ocean as a dumpsite. The beach was litter-strewn by things people threw into the ocean.

perspective and deal with it.

We first have to understand what peer pressure is. Peer pressure is the powerful feeling of pressure from someone your own age that can push you towards making choices, good or bad. Peer pressure can take a number of

different forms, both spoken and unspoken, and can lead to risky, disapproved or unwanted behaviour.

Study the table below. Do you agree that there are certain things or situations you can control and others that you can’t?

THINGS WITHIN MY CONTROL My choice of words My actions My ideas My effort My mistakes My behaviour

THINGS OUTSIDE MY CONTROL Other people’s choice of words Other people’s actions Other people’s ideas Other people’s feelings Other people’s mistakes Other people’s behaviours

THINGS OUTSIDE MY CONTROL

What would you do if you went on a picnic with a group of friends who did not dispose of their trash in a proper way? What do you think they would think, say and do if they contributed to this problem? Complete the chart on the right. If you see a speech bubble, write some remarks you think may be said in it. If you see a box, write what you think the unspoken behaviour is.

Since you do not agree with their actions, what would you say in order to stand up to this peer pressure? Fill in the respective choice of words or actions in the relevant boxes. Finally, in random pairs, do a reading of your answers to compare both perspectives.

THINGS WITHIN MY CONTROL

Other people’s choice of words

My choice of words

Other people’s actions

My actions

Other people’s ideas

My ideas

Other people’s feelings

My effort

Other people’s mistakes

My mistakes

Other people’s behaviours

My behaviour

NiE Activity 2 Critical thinking ● Identify ● Reason

● Measure ● Organise

Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent

Problem solving ● Question ● Recreate

● Present

Communicating ● Oral ● Written ● Non-verbal

Collaborating ● Listen ● Compromise ● Contribute ● Attain goal respectfully

Have you heard of the Greek myth called Pandora’s Box? This is how the story goes:

Pandora, the first woman on Earth, was a beautiful and gifted person who neither needed nor wanted anything in life. She was given a box or a jar, called “pithos” by the Gods who told her that the box contained special gifts from them. She was, however, not to open the box ever. But instead of being satisfied with her life, Pandora let her curiosity get the better of her. She decided to take a peek into the box. In doing so, she unwittingly released the contents of the box - which contained all the illnesses, hardships and evil that the Gods had kept hidden from the world.

Now gather in groups of four, and rethink the story of Pandora’s Box. A. Discuss the meaning of the word “satisfied”.

B. Talk about things you don’t have – things that cause you to be jealous or envious of others.

C. Discuss the meanings and differences of the words “envy” and “jealousy”.

D. What types of problems can these two emotions cause in relationships?

Each group will now contribute to the “Pandora’s Box” of the class. This box will contain pictures, symbols and descriptions of things that cause jealousy and envy in relationships. Using The Star, look for descriptions of problems, or cut out photographs of things that can trigger jealousy or envy (related to peer pressure).

Share some of the items your group has found. Present your findings to the rest of your classmates. During the presentation, take the opportunity to share and to explain: How some of these items cause problems; and ● How these problems can be prevented. ●

Finally, after all the groups are done with their presentations, your teacher will seal the box and put it away. How do you think your relationships with friends would improve if there weren’t emotions such as jealousy and envy?

As a writing activity, discuss the symbolic meaning of sealing up and putting away the problems of jealousy and envy.

10

-NiE ,

20 SEPTEMBER 2017

ADVANCED

Nature’s fury

Natural disasters

Activity Critical thinking ● Identify ● Measure

● Organise

What are examples of natural disasters? Complete the crossword puzzle below to get the answers. (Answers are listed in the singular form.)

1

2

3

5

6

4

7

8

10

9

12

11

13

Across

3. This is a quick flow of snow down a slope. It grows in mass as it accumulates more snow as it goes downhill.

5. The speed of this fire is fast, too. It also has the ability to “jump” gaps such as rivers and even roads!

7. A series of gigantic water waves that causes a surge of water onto land.

8. This happens when surface or underground water is reduced greatly, and in particular, when rain doesn’t occur during long periods of time.

10. When land that is usually not covered by water is unexpectedly covered by water!

12. It is a destructive column of air that rotates and has contact between earth’s surface and a cumulonimbus cloud.

13. These have been known to collide with Earth and come into contact with populated areas. One of these can orbit the sun and even Earth for hundreds of years 14. Giant, swirling storms. They occur mostly in the Caribbean Sea, Eastern Pacific Ocean, Southern Atlantic Ocean and the Gulf of Mexico.

NiE Activity ● Identify

● Reason

Down 1. Varies in size but usually involves a large ground movement. This can be things such as debris and rock falling.

2. The amount of snow that falls has nothing to do with this. Rather, it is the winds that blow to at least 56 kilometres per hour and rage for a longer period of time (at least three hours or more) that define this natural disaster.

4. Made up of water ice and can measure anything from five millimetres and two hundred millimetres.

6. These names – temblors, quakes, tremors – are used to describe the sudden release of energy in the earth’s crust causing movement.

7. On most occasions, this natural disaster will bring on heavy rainfalls and strong winds. It forms when the weather is turbulent.

9. _ _ _ _ wave: During this period of time, temperatures are higher than normal for that region at that time of year.

11. _ _ _ _ _ _ _ _ eruption: When this erupts, the volcano sends out ash clouds, lava and even volcanic bombs.

Answers: Across: 3. avalanche 5. wildfire 7. tsunami 8. drought 10. flood 12. tornado 13. asteroid 14. hurricane Down: 1. landslide 2. blizzard 4. hail 6. earthquake 7. thunderstorm 9. heat (wave) 11. volcanic (eruption)

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Critical thinking

NATURAL disasters are catastrophic events that are caused by nature. How severe a disaster is can be measured in terms of lives lost, property damage and the ability of the population to rebuild their lives.

If a tsunami envelops an uninhabited island, that does not count as a natural disaster. Why? This is because the island is not populated whereas a flood in a populated area would be considered a natural disaster.

Creative thinking ● Imagine ● Connect ● Brainstorm ● Invent

Paste picture here

Paste picture here

Paste picture here

Nickname of personality:

Nickname of personality:

Nickname of personality:

Three reasons why this is a suitable name:

Three reasons why this is a suitable name:

Three reasons why this is a suitable name:

Problem solving ● Recreate ● Present

Communicating ● Oral

● Written

Now that you have a better idea about various types of natural disasters, you can appreciate and respect just how powerful and mighty our forces of nature are. We sometimes use these nouns and link them to names of celebrities or personalities who are famous (or infamous!).

While lightning can cause much destruction, a lightning bolt is also symbolic of speed, the divine and the liberation of the soul.

Look at the headline in Star Sport that illustrates just how we perceive Malaysian sprinter Khairul Hafiz Jantan. Do you think that this nickname befits our newest king of sprint? Explain based on what you know of lightning and its properties.

Once you have completed this introductory activity on Lightning Khairul, gather in pairs. Scan The Star for three pictures of personalities. Cut out their pictures and paste them in the table on the right.

Next, refer to the natural disaster terms you have just learnt from the crossword puzzle above. Pick three suitable ones to nickname these three personalities.

Then, provide three reasons why you think the names are suitable for them. Share your masterpieces with your classmates before every pair places their work on the noticeboard.

1.

1.

1.

2.

2.

2.

3.

3.

3.

-NiE ,

Weaving words

ADVANCED Natural disasters

NiE Activity 1 ● Identify ● Reason

● Organise

Creative thinking ● Brainstorm ● Invent ● Connect

Communicating ● Oral

● Written

11

WHEN you scan the newspaper, you would quite likely look at the photographs on the pages. What makes you decide if it’s a story you’d like to read? Your eyes would veer towards the headline of the news article. An effective headline would: ● Grab your attention ● Deliver a complete message ● Draw you into the story

Here are some snippets of stories from The Star with regard to natural disasters that have occurred around the world. In groups of four, read these stories. Then, on your own, come up with suitable headlines for each snippet.

Share your headlines in your group. As a group, pick the best headline for

each snippet (based on the requirements stated in the introduction above).

Next, as a class, share your group’s best four headlines for each snippet by writing them on the board. Your teacher will moderate the session as the class must decide on the best headline for each snippet. Discuss what made the top four headlines shine.

A: ……………………………………………………

B: …………………………………………………………..

TOKYO: Japan’s weather agency told thousands of residents near a southern city to prepare for a possible evacuation as it upgraded a volcanic eruption warning.

Officials raised their alert to its second-highest level after picking up increasing seismic activity around the volcano Sakurajima, which sits just off the coast of Kagoshima, a city of more than 600,000 people.

The Star, Aug 15, 2016

MOCOA: People were caught off guard when a devastating flash flood surged through a small city in southern Colombia, but not everyone was surprised.

Government agencies, land use experts and environmental organisations had said for years that Mocoa could face dangerous flooding.

Many who lived in the most vulnerable areas were aware of the warnings, even if they didn’t heed them. And yet the city continued to spread into the flood plains west of downtown.

The Star, Apr 6, 2017

C: ………………………………………………………

D: ……………………………………………………..

MARSEILLE: At least 10,000 people, including thousands of tourists, were evacuated overnight after a new wildfire broke out in southern France, which was already battling massive blazes, authorities said.

The new fire yesterday broke out a day after France asked for Europe’s help to tackle the flames already raging in several spots on the tinder-dry south, including near the popular resort of Saint-Tropez.

The Star, July 27, 2017

KOTA KINABALU: Sabah is finalising a building code requiring all new structures, especially highrise buildings, to be earthquake proof.

Such a requirement for buildings to be earthquake proof was crucial in tremor-prone areas such as Ranau and Kundasang at the foothills of Mount Kinabalu, as well as Lahad Datu and other parts of Sabah’s east coast.

The Star, Apr 10, 2017

A. 600,000 on alert for large-scale eruption C. 10,000 flee as wildfires rage in France

Critical thinking

20 SEPTEMBER 2017

B. No one heeded flood warnings D. All new Sabah buildings to be quake proof

Actual headlines from The Star:

Descriptive words help convey meaning or nuances to certain images we wish to conjure. Here are some examples to help with essay writing.

SYNONYMS FOR LARGE ● Big ● Enormous ● Huge ● Massive ● Substantial ● Colossal ● Gigantic ● Significant ● Tremendous

SYNONYMS FOR SAD ● Gloomy ● Miserable ● Depressed ● Dejected ● Blue ● Unhappy ● Wretched ● Heartbroken

SYNONYMS FOR BAD ● Awful ● Terrible ● Horrible ● Horrific ● Dreadful ● Outrageous ● Shameful ● Disgraceful

The Star, June 21, 2017

Rewritten caption: AFP Possible heading: .......................................................................

The Star, June 25, 2017 Original caption:

Creative thinking

Critical thinking

● Imagine ● Connect ● Brainstorm ● Invent

● Organise

Communicating ● Oral

● Written

The Star, July 20, 2017

ALBERTA: A photograph of a Canadian man mowing a lawn with a tornado swirling behind him has caused a bit of a storm on social media. Cecilia Wessels snapped the picture of her husband Thenis Wessels on Friday as the twister passed near their home in Alberta.

She said cutting the grass was on her husband’s to-do list, and as he started the task, she went for a nap. Cecilia said she was woken by her daughter who was upset that there was something like a tornado in the sky, but her father would not come inside.

Problem solving ● Question ● Research

● Recreate ● Present

The devastation of a natural disaster was captured in the following photographs that appeared in The Star. In pairs, study the photographs and read the original captions to get the gist of the information. Then, write a suitable heading for each photograph, and provide a new caption. Try and use at least two new words from the synonym list in your caption.

Add descriptive information if you like.

Picture EXAMPLE

Original caption:

A plane dropping water over a fire outside the village of Pedrogao Grande in central Portugal. More than 2,000 firefighters have been battling to contain major wildfires in the region, where a blaze killed dozens of people, while authorities face mounting criticism for not doing more to prevent the tragedy.

NiE Activity 2

● Reason

Caption

Picture

Caption

Rewritten caption: AP Possible heading: .......................................................................

The Star, Sept 11, 2017 Original caption:

Original caption:

High waves caused by Hurricane Irma crashing against the seafront boulevard, El Malecon, in Havana, Cuba. The eye of the Category 4 storm has already slammed into the lower Florida Keys.

A lone firefighter battling the Detwiler blaze as it rages on near the town of Mariposa, California. California has suffered widespread fires in recent days, with a lightning strike near Yosemite National Park sparking a blaze that destroyed more than 26 sq km of forest.

Rewritten caption:

Rewritten caption: Reuters

AFP

Possible heading:

Possible heading:

.......................................................................

12

-NiE ,

20 SEPTEMBER 2017

Episodes 26 and 27

By: Dean Pitchford I knew what I had to do. In the boys’ bathroom, I pulled the Captain Nobody costume from my backpack and slipped it on.

Reggie Ratner had climbed onto the roof of the Appleton water tower in what seemed like a suicide attempt.

The Fillmore students accuse Reggie of delivering the blow that knocked popular football star Chris Newman unconscious. Is that why this young man wants to harm himself?

He didn’t! It was Darryl Peeps!

Suicide attempt

An attempt to kill oneself.

He’s back!

Wobbly

Shaky, unstable, unsteady.

Condemned (building) Declared as unfit for use.

The wobbly old tower had been condemned about five years ago. The rusting brackets that held the ladder onto the rickety tower were pulling away.

Hey! What’re you doing?

The sounds from the ground – the sirens, horns and shouts from the crowd – gradually faded and were replaced with the drone of the helicopter circling the tower.

Remind me, why am I doing this?

Fighting the wind from the helicopter, I very slowly inched up the rooftop on my belly until I saw Reggie Ratner on the opposite edge.

Who are you?

Oh no!

Reggie...

I am Newt Newman.

Because there’s a human life at stake, and you are Captain Nobody.

Inched

Moved along slowly and carefully.

Knock someone out You’re joking!

Depressed

I know you didn’t knock out my brother.

You climbed up here to apologise?

Not exactly.

I came because I’m the only person who knows the truth.

Make a person unconscious, typically with a blow to the head.

It was right then that I noticed something weird.

Sticking out of the pocket of Reggie’s hoodie were cans of orange and green spray paint.

People on the ground are saying you’re so depressed you climbed up here to jump.

You came up here to spray ‘Go Merrimac!’ or something like that on the water tank, didn’t you?

Unhappy, miserable.

Why else would I be here?

QUESTIONS

Oh, please!

REGGIE RATNER? THIS IS SERGEANT SCHMALZ. LISTEN, SON, WE KNOW YOU’VE BEEN THROUGH A LOT LATELY, BUT REMEMBER YOU’VE GOT YOUR WHOLE LIFE AHEAD OF YOU.

What did most people think was the reason Reggie Ratner climbed onto the roof of the water tower?

What was the real reason Reggie Ratner had climbed onto the roof of the water tower?