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Noughts & Crosses Exploration

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Noughts & Crosses Exploration

Explore how a writer builds a divided society, creates tension and shapes our response to characters. Read the original passage below, then complete the activities. The passage is an original classroom text, not an extract from the novel.

Read: The Line at the Gate

At the entrance to the city library, two queues formed beneath a sign: CROSSES, left; NOUGHTS, right. The sign was neat, freshly painted and impossible to misunderstand. Mara stood in the Noughts queue, clutching a library card that had been folded until its corners softened. Her brother had promised the card would let her borrow a book about the stars. She could see the book through the glass doors: a deep-blue cover scattered with silver planets. A Cross boy in a red scarf stepped out of his queue. He looked at the sign, then at the two lines. “Why are there two?” he asked the attendant. The attendant glanced at Mara. “That’s how it’s done.” The boy frowned. “But we’re all going to the same place.” Behind him, someone muttered that he should stop making trouble. The boy’s cheeks coloured, but he did not move back. For a moment, the only sound was the soft tap of rain against the glass. Mara looked down at her card. She had expected the Cross boy to laugh at her, or ignore her. Instead, he had asked a question she had been too nervous to say aloud. The queue behind him shuffled impatiently. The attendant reached for the door. Mara took one step forward. The boy noticed. Neither of them spoke, but the space between the two queues seemed suddenly smaller.

Notice how the story works

Use details from the passage to support your ideas. When a question asks you to explain, develop your answer rather than giving only a single word.

1.Where does the scene take place, and what detail tells you that Mara wants to go inside?
2.Which statement best describes the rule at the library entrance?
  • Visitors queue according to which books they want.
  • Crosses and Noughts are directed into separate queues.
  • Only Crosses are allowed into the library.
  • Visitors must show their cards before joining one queue.
3.Match each word to its meaning in the context of the passage.
  • segregation
  • attendant
  • muttered
  • impatiently
  • a person responsible for helping or supervising in a place
  • in a way that shows annoyance at having to wait
  • spoke in a low, unclear voice
  • keeping groups apart
4.The attendant says, “That’s how it’s done.” What does this reply suggest about the way the rule is treated?
5.Find one detail that shows Mara feels uncertain or vulnerable. Explain what it suggests about her.
6.Why might the writer describe the book as having “a deep-blue cover scattered with silver planets”?
7.True or false? At the end of the passage, Mara and the boy have become close friends. Explain your choice using the passage.
8.The final sentence says the space between the queues “seemed suddenly smaller”. What might this mean beyond the physical distance?
9.Choose one sentence from the passage that builds tension. Copy it and explain how it makes the reader feel or wonder what will happen next.
10.Write a short continuation of 4–6 sentences from either Mara’s or the boy’s point of view. Include one thought, one action and one detail about the setting. Keep the character’s feelings believable.
Plan a new scene in which two characters from groups that are kept apart must work together. Jot down a place, the unfair rule they face, one detail that reveals each character’s feelings, and a small action that could begin to change things.

3 printable pages

  • Noughts & Crosses Exploration, page 1 of 3: Read: The Line at the Gate, Notice how the story works

    Page 1

  • Noughts & Crosses Exploration, page 2 of 3: 2. Which statement best describes the rule at the library entrance?

    Page 2

  • Noughts & Crosses Exploration, page 3 of 3: 7. True or false? At the end of the passage, Mara and the boy have become close friends.…

    Page 3

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