Teaching Malorie Blackman’s Noughts & Crosses

I have written extensively about this topic in my master thesis and have read this book with several classes. I use the book in the context of intercultural learning as it deals with racism but in a very accessible way for young adults. It’s a bit like dystopia/alternative history meets Romeo and Juliet. I’m not going to write about the content here as I assume you have read the book already and decided to use it in class. Just one thing: it has worked well with all of my classes, also colleagues have worked successfully with it, and all the students’ feedback has been overwhelmingly good. As usual, please quote my ideas when using them in class or elsewhere.

Pre-reading activity

Playing Noughts & Crosses: To make the students familiar with the term and what its original meaning is. After playing a game of noughts & crosses (tic tac toe), I usually ask the students about winning and losing, whether they have a strategy; if winning depends on luck; which kind of rules we could introduce to make sure one party always wins, etc.

While-reading activity

I usually use the book to spark interesting discussions. Moreover, I’m always curious to know which students have figured out that in this world the rules are reversed. Black people are in power, and white people are the oppressed. Also, the book lends itself to language analysis, i.e., which kinds of words are used for which group of people? In which context? Which meanings do these words carry? Which consequences does using these words have?

Possible questions:

1) Which words do the characters in Noughts & Crosses use to describe and charactersise the others, i.e. how do Noughts talk about Crosses and vice versa?Work with a partner and write down words, phrases and sentences you can find in the book. Pay particular attention to pages: 25, 56, 79, 83-85, 94

2) In groups of four discuss the following questions:

• Are you aware of any kind of discriminatory language in public? Think of

the media, for example TV, advertisements, the internet, and politics, for

example, campaigns

• How do you react if someone uses discriminatory language?

• What could be done to avoid such language or to make people aware of how

to be more careful with what they say?

3) Which role does education play for Noughts and Crosses? Look at Callum’s and his brother’s situation! Why is education important to maintain a peaceful society?

Song:

I’ve used the song “Wild Heart” by Bleachers as a gap-fill listening exercise. For me, it reflects some issues mentioned in the book.

Post-reading activity

I like some open learning sessions with this book. It gives the students the opportunity to work in their own pace, to have discussions, and work creatively. They had to hand in a portfolio at the end of this open learning session (approximately 3 lessons + work at home). I particularly like the creative part here. Over the years the students have come up with some great soundtracks and poems. Some of them were even so proud of their work that they published it on our school blog supervariousdbs.

Work in groups of four. Start with the first task as a warm-up. Then proceed to the other tasks. It does not matter in which order you do them. 

1. Discuss your views on the book. Consider the following aspects:

 language (the way the book is written, level of difficulty)

 main events

 most exciting/boring parts

 most intriguing/annoying characters

 ending (Can you understand Callum’s and Sephy’s decisions at the end of the book?

Could there be another ending? Are there any alternatives?)

 How do you feel about the book in general?

2. Character development

How do the protagonists Sephy and Callum develop throughout the story? Which events are important in their lives? Which decisions contribute to their development and the ending?

1. Jot down your ideas:

2. In your group visualise the development of either Sephy or Callum on a poster and present it to the class.

3. Writing

Work individually and choose one of the following tasks:

 Informal letter: Write Callum’s last letter to Sephy

 Article: Write a newspaper article about Callum’s trial (take over either a Nought or a    Cross perspective!)

 Opinion essay: What is more important – to be someone or to make a difference?

 Story: Write an alternative ending

For each text type write approximately 250 words. Think of a proper structure before you start writing (What will you write in each paragraph?)

4.Round table

Answer the following questions to prepare for the discussion. Try to make use of good discussion phrases!

 How do characters deal with alcoholism, racism, terrorism etc.?

 Can you understand Callum’s decision to join the Liberation Militia? How does he justify his choice? What is the difference between a freedom fighter and a terrorist?

 Can you understand Sephy’s decision to keep the baby?

 In the end what is more important: To be someone or to make a difference?

 Nietzsche claimed that there is no truth, just different interpretations of facts. In

what way is this true for Noughts & Crosses?

5. Creativity

Choose one of the tasks!

 Write a poem based on Noughts & Crosses

 Design an alternative book cover

 Compile a soundtrack for the book (at least 5 songs) + explain why and for which    parts you would use the songs.